zilongwang/ReadingBank huggingface dataset:
PART I EMPLOYEE INFORMATION EMPLOYEE’S NAME LAST FIRST M.I. LAST FOUR DIGITS OF SOCIAL SECURITY NUMBER ORGANIZATION NUMBER DATE ADDRESS – STREET CITY STATE ZIP PART II COURSE INFORMATION AND COSTS COURSE TITLE AND NUMBER COURSE DATES (A) (B) CREDIT HOURS (C) TUITION RATE PER CREDIT HOUR or MAXIMUM APPROVED RATE PER CREDIT HOUR ** (D) FINANCIAL PER CREDIT HOUR ** (E) TUITION AMOUNT PAYABLE BY EMPLOYEE PER CREDIT HOUR (C) – (D) (F) 75% OF EMPLOYEE TUITION COST PER CREDIT HOUR (E) * (.75) (G) TOTAL EMPLOYEE COST ELIGIBLE FOR REIMBURSEMENT (F) * (B) 1. 2. 3. 4. 5. ** See Page 3 for further instructions. TOTAL COSTS TO BE REIMBURSED (may not exceed MAXIMUM APPROVED RATE listed on page 3) PART III GRADUATE LEVEL Are these costs for a graduate level course? Yes No See Personnel Policy 6504 “Educational Assistance” for definition ACCOUNTING USE ONLY LINE FUND AGENCY ORGANIZATION APPROPRIATION PART IV CERTIFICATION OF STATEMENT I HEREBY CERTIFY THAT THE ABOVE COSTS ARE JUST AND NO PART OF THE TOTAL COST TO BE REIMBURSED STATED ON THIS REQUEST HAS BEEN PAID THROUGH OTHER SOURCES OF FINANCIAL ASSISTANCE. 01 6 0 5 02 6 0 5 LINE ACTIVITY OBJECT SUBOBJ* AMOUNT 01 R 8 2 4 2 3 8 6 02 R 8 2 4 2 3 8 6 LINE JOB NO. /PROJECT NO. *If undergraduate course, use 01 *If graduate course, use sub-object 02 _--- DATE EMPLOYEE’S SIGNATURE 01 02 _---_____ DATE SUPERVISOR’S SIGNATURE _________ ___________________________________________________________ DATE CO HR - EMPLOYMENT SIGNATURE E
Strategies: (Small number of action oriented staff performance objectives) Barrier Action Steps Person Responsible Timetable Budget In-Process Measure 1. Not adopted by classroom 1. Implement Units of Study Classroom teachers October - May Purchased summer 2013 Monthly writing prompt 2. Lack of background knowledge 2. Provide explicit instruction Classroom teachers On-going Purchase materials for sentence imitation. $120.00 Observations documented on evaluation 3. Time 3. monthly writing assessments Instructional staff Reading Monthly staff data meeting NA Track scores by grade and school 4. Lack of fidelity 4. and report scores Instructional Reading Coach Monthly staff data meeting NA Track scores by grade and school 5. Time 5. Provide feedback to students Classroom teachers On-going NA Document for principal in plan book 6. Experience 6. Use FCAT rubric Classroom teachers NA Monthly data staff meeting 7. Time and experience 7. Student Write More, Grade Less Schmoker (2011) on-line Classroom teachers On-going NA Part of teacher documentation 8. Not complete 8. Check plan books Principal Weekly NA Feedback in plans 9 Time 9. Walk-throughs with feedback Principal Reading Coach At least weekly NA Feedback documentation for each teacher 10. Time 10. Observe implementation Principal/ colleagues/ Reading Coach On-going Subs to observations in classrooms for teachers Feedback and recorded on evaluation. EVALUATION – Outcome Measures and Reflection-begin with the end in mind. Qualitative and Quantitative Professional Practice Outcomes: (Measures the level of implementation of professional practices throughout the school) Where do you want your teachers to be? What tools will you use to measure the implementation of your strategies? How will you measure the change in adult behavior? What tool will be used to measure progress throughout the year? Use real percentages and numbers. Teachers will implement Units of Study with fidelity. Tools used to measure will be documentation in plan books, data meetings with results, observations both planned and walk-throughs with feedback. In order to measure teacher implementation classroom observations by administrator and team leaders will record rigor of teacher
This handbook addresses the Master of Education program and the principal and superintendent certification programs. National Council for the Accreditation of Teacher Education (NCATE) Standard 1 - Creating the Vision of a Collaborative Learning Community. Candidates who complete the program are educational leaders who have the knowledge and ability to promote the success of all students by facilitating the development, articulation, implementation, and stewardship of a district vision of learning supported by the school community. (1) Develop a vision; (2) Articulate a vision; (3) Implement a vision; (4) Steward of a vision; (5) Promote community involvement in the vision. Standard 2 - CULTURE THAT VALUES ENHANCED PERFORMANCE. Candidates who complete the program are educational leaders who have the knowledge and ability to promote the success of all students by promoting a positive district culture, providing effective instructional programs, applying best practice to student learning, and designing comprehensive professional growth plans for staff. (1) Promote positive school culture; (2) Provide effective instructional program; (3) Apply best practice to student learning; (4) Design comprehensive professional growth plans Standard 3 - FACILITATING THE ORGANIZATION AND OPERATION OF LEARNING COMMUNITY RESOURCES. Candidates who complete the program are educational leaders who have the knowledge and ability to promote the success of all students by managing the organization, operations, and resources of a district in a way that promotes a safe, efficient, and effective learning environment. (1) Manage the organization; (2) Manage operations; (3) Manage resources Standard 4 - THE STRENGTH OF COLLORBATIVE PARTNERSHIPS. Candidates who complete the program are educational leaders who have the knowledge and ability to promote the success of all students by
COUNTY JOB DESCRIPTION Job Title: Educational Liaison – Part-time Please apply online at . FLSA: Exempt Salary Range: $15.96/hr. CCS-DD Reports To: Prevention Coordinator Department: Community Corrections Date: May, 2015 JOB SUMMARY The job duties of the Educational Liaison include but are not limited to provide assistance to students participating in the Truancy Success Program; to create a collaboration between Community Corrections and USD 475 and assist with Truancy Court; to help students improve their attendance and grades; to provide referrals/outside resources to help mitigate any existing personal or familial issues, to work with AARC program, intake, Court Services, other Community Corrections entities, as well as USD 475 staff and administrators to provide needed services to students and their families; and to provide responsive, courteous and efficient service to all county residents and the general public. ________________________ DUTIES AND RESPONSIBILITIES The duties described below are indicative of what the Educational Liaison might be asked to perform. This job description is to incorporate any County Resolutions for the position of Educational Liaison. This position description is not designed to list all tasks and responsibilities of this position. Geary County reserves the right to revise or change job duties as the need may arise. This position description does not constitute a written or implied contract of employment. Administrative Functions: Monitor daily attendance of students enrolled in the Junction City High School, focusing on students struggling with attendance. Encourage participation in Truancy Court for appropriate cases. Inform/explain truancy laws and future consequences of continued absences. Supervise and monitor a caseload of students entering the USD 475 Truancy Process as well as students assigned to the 8th JD/USD 475 Truancy Court. Conduct thorough intakes on all students assigned to the program. Assess student needs and make appropriate referrals to community resources (education, employment, counseling, etc.) Develop a student improvement plan. Conduct field/home visits to each student’s home and/or place of employment. Establish and maintain open communication with students, parents/guardians and of JCHS. Create documentation for parents, the Truancy Court Panel, the county attorney’s
Performance Expectation Science & Engineering Practices Disciplinary Core Ideas Cross Cutting Concepts Mathematics MS-LS1-5 Developing and Using Models Constructing Explanations and Designing Solutions Engaging in Argument from Evidence Obtaining, Evaluating, and Communicating Information Scientific Knowledge is Based on Empirical Evidence LS1.B: Growth and Development of Organisms Cause and Effect Scientific Knowledge Assumes an Order and Consistency in Natural Systems Model with mathematics. (MS-LS3-2) 6.SP.B.4 6.SP.B.5 MS-LS2-1 LS2.A: Interdependent Relationships in Ecosystems LS2.C: Ecosystem Dynamics, Functioning, and Resilience Cause and Effect Stability and Change Scientific Knowledge Assumes an Order and Consistency in Natural Systems Summary of NGSS Secondary Connections to Modules
Performance Expectation Science & Engineering Practices Disciplinary Core Ideas Cross Cutting Concepts Mathematics HS-LS2-1. Developing and Using Models Constructing Explanations and Designing Solutions Engaging in Argument from Evidence Obtaining, Evaluating, and Communicating Information Scientific Knowledge is Based on Empirical Evidence LS2.A: Interdependent Relationships in Ecosystems Cause and Effect Scale, Proportion, and Quantity MP.2 Reason Abstractly MP.4 with Mathematics HSN.Q.A.3 Choose of accuracy HS-LS2-2. LS2.A: Interdependent Relationships in Ecosystems Cause and Effect Stability and Change Scientific Knowledge Assumes an Order and Consistency in Natural Systems HS-LS2-6. LS2.C: Ecosystem Dynamics, Functioning, and Resilience LS4.C: Adaptation LS4.D: Biodiversity and Humans There are various NGSS this model align to: Biology-systems, Engineering-modeling and design (Next Generation Science Standards, 2013; SS Lead States. 2013.) The disciplinary core ideas in middle school will be reinforced in high school
White White British White Irish Traveller of Irish Heritage Gypsy/Roma Any other White background* Black or Black British Caribbean African Any other Black background* Asian or Asian British Indian Pakistani Bangladeshi Any other Asian background* □ □ □ □ □ □ □ □ □ □ □ □ Mixed/Dual Background White and Black Caribbean White and Black African White and Asian Any mixed background* Chinese and Other Chinese Any ethnic group Not given *If other, please specify _______________________________ □ □ □ □ □ □ □ Parent Declaration I give consent for my child ……………………………………………. to be seen by an Educational Psychologist. Parent/guardian signature: ………………………………………….. Date: ……………… Referrer Title:……………………………………………………………………………………………. Signature: ……………………………………………………...……… Date: ……………. Please return completed to: Educational Psychology Service, Room 4.40, Together for Children, Civic Centre, Burdon Road, Sunderland, SR2 7DN
Educational Psychology Time Audit 2017 - 18 This form has been devised in order to help you to calculate your potential need for Educational Psychologist support over the next academic year. The audit is intended to give a general idea of how much time you might need and is in no way a binding contract or guarantee that this will be available. Should you wish to purchase additional sessions from the EPT, please complete the attached booking form and return before 31st March 2017. Number required Approximate cost Booked before 31st March 2017 Total number of sessions 1 day a week £18,012 76 Half a day a week / one day a fortnight £9,196 38 Half a day a fortnight £4,598 19 Individual assessment / consultation, meeting with parents and consultation with staff @ 1 sessions Full report of assessment @ 1session End of Key Stage transition planning (assessment and transition meeting) @ 1 session Annual Review (assessment and attendance at meeting) @ 2 sessions Support to SENCO @ 1 session Whole school support @1 session Staff Training Twilight @ 2 session Half Day @ 3 sessions Full Day @ 4 sessions Interventions (eg Therapeutic story writing; SPARK) @ 6 sessions Parenting Work Parenting Group @ 5 – 8 session Parent Drop-ins @ 1 session Other Total Number of Sessions Required Booking Request for Educational Psychology sessions 2017 - 18 School Name of person making request
Educational Psychology Team Early Help Hub Consultations South Date slot details Address 08/10/2018 09:15 - 10:00 MMT 103 08/10/2018 10:15 - 11:00 08/10/2018 11:15 -12:00 30/10/2018 09:15 - 10:00 MMT 102 30/10/2018 10:15 - 11:00 30/10/2018 11:15 -12:00 14/11/2018 09:15 - 10:00 MMT Delius 14/11/2018 10:15 - 11:00 14/11/2018 11:15 -12:00 29/11/2018 09:15 - 10:00 BBEC or Queensbury 29/11/2018 10:15 - 11:00 29/11/2018 11:15 -12:00 14/12/2018 09:15 - 10:00 Appleton or Bradford Academy 14/12/2018 10:15 - 11:00 14/12/2018 11:15 -12:00 17/12/2018 09:15 - 10:00 Tong or Bradford Forster 17/12/2018 10:15 - 11:00 17/12/2018 11:15 -12:00
22/05/2019 09:15 - 10:00 MMT Delius 22/05/2019 10:15 - 11:00 22/05/2019 11:15 -12:00 06/06/2019 09:15 - 10:00 BBEC or Queensbury 06/06/2019 10:15 - 11:00 06/06/2019 11:15 -12:00 21/06/2019 09:15 - 10:00 Appleton or Bradford Academy 21/06/2019 10:15 - 11:00 21/06/2019 11:15 -12:00 01/07/2019 09:15 - 10:00 Tong or Bradford Forster 01/07/2019 10:15 - 11:00 01/07/2019 11:15 -12:00 16/07/2019 09:15 - 10:00 MMT Delius 16/07/2019 10:15 - 11:00 16/07/2019 11:15 -12:00
NONE SOME PARTICULARS ● ● Students school career If some, specifics: ● ● Medical and behavioural Details relating to sense of hearing, eyesight, speech, use of medication with possible side effects, motor skills. If some, specifics: ● ● Medical and behavioural Details relating to the relationship with the teacher, peers and behavioural disposition. If some, specifics: ● ● Medical and behavioural Details relating to learning problems (i.e. concentration problems, motivation, concept of duty, homework). If some, specifics: This educational report is formulated on: TEACHER LEARNING COORDINATORS PRINCIPAL Level indicator: This report is based on the KIJK! registration system, which uses a four-point scale. (KIJK!: A method of mapping
How will you group students for instruction during this lesson? (based on reading level, English learner level, etc.)? Students would be grouped together based on various skills levels, because that way they could help each other. How did you choose the group for English Language Learner? Paired on equal skill level or ones with high skill level to form a comfortable learning environment. How did you choose the group for Special Education Student? Same as above. What instructional materials and technology will you use? Grammar handouts, vocabulary handouts, computer with internet access, pen, handouts for editing, and sentences handout. English Language Learner modifications: Same. Special Education Student modifications: Same. In what ways are these grouping(s) appropriate for your students? Class: The high level student learns more from teaching and the lower level students learn more because they are practicing with their peers. English Language Learner: Challenges them to learn more while being comfortable in their group. Special Education Student: Same as above. In what ways are the materials and technology effective? Class: Materials all provided for the by the teacher, no books to carry, and all information outlined for them. English Language Learner: Same. Special Education Student: Same.
S.N. Name of Polytechnic Branch-I Intake per Session Branch-II Intake per Session Branch-III Intake per Session Total per Session 1 Baksa Polytechnic Civil Engineering 60 Mechanical Engineering 60 Chemical Engineering 60 180 2 Barpeta Polytechnic Civil Engineering 60 Mechanical Engineering 60 Bio Medical Engineering 60 180 3 Dhemaji Polytechnic Civil Engineering 60 Mechanical Engineering 60 Electrical Engineering 60 180 4 Goalpara Polytechnic Civil Engineering 60 Mechanical Engineering 60 Electrical Engineering 60 180 5 Golaghat Polytechnic Civil Engineering 60 Mechanical Engineering 60 Bio Medical Engineering 60 180 6 Kamrup Polytechnic Electronics & Tele Communication Engineering 60 Electrical Engineering 60 Mechanical (Automobile) Engineering 60 180 7 Karimganj Polytechnic Civil Engineering 60 Industrial & Production Engineering 60 Electrical Engineering 60 180 8 Lakhimpur Polytechnic Civil Engineering 60 Mechanical Engineering 60 Chemical Engineering 60 180 9 Nalbari Polytechnic Printing Technology 60 Electrical Engineering 60 Computer Engineering 60 180 10 Sibsagar Polytechnic Civil Engineering 60 Mechanical Engineering 60 Electrical Engineering 60 180 11 Sonitpur Polytechnic Civil Engineering 60 Mechanical Engineering 60 Electrical Engineering 60 180 No. ______ _______ Guwahati, the 27th February’2017 NOTICE BRANCHES FOR 11 NEW POLYTECHNICS OF ASSAM Director of Technical Education, Assam Kahilipara, Guwahati- 19
Area of concern Borderline Progress Appropriate Progress Additional comments Please also state method of assessment eg personal observation, feedback from other staff 1.1 Surgical cut-up 1.2 Surgical reporting [including frozen sections] 1.3 Special techniques [eg histochemistry, immunohistochemistry, etc.] 1.4 Clinical meetings [eg attendance, case presentations] 1.5 Autopsies
School of Psychiatry Educational Supervisors Training Day 17th March 2017 Inspiration Suite, The Village Hotel, Cardiff, CF14 7EF 09:10am – Arrival and coffee 09:30am – Welcome Dr Ian Collings Head of School for Psychiatry 09:45am – Keynote Speech Prof. Peter Donnelly, Wales Deanery Interim Dean 10:15am – Educational Supervisors Report Workshop Dr Paul Emmerson, General Adult Psychiatry Training Programme Director / Deputy Head of School Dr Mo Qamruddin, Core Training Programme Director 11:30 – Coffee 11:45am – WPBAs / SLEs, Mapping Appropriately and Providing Feedback Workshop Dr Ian Collings 1:00pm – Lunch 1:45pm – Keynote Speech Prof. Robert Poole, Co-Director Centre for Mental Health and Society / Professor of Social Psychiatry Bangor University 2:15pm – Completing eportfolio Dr Paul Emmerson, General Adult Psychiatry Training Programme Director / Deputy Head of School Dr Somashekara Shivashankar, College Tutor for Cardiff & Vale 3:30pm - Finish
Domain 4: Enhancing learning through assessment Activity Additional Documents? Reflective notes? Yes No Yes ☐ No ☐ Yes No Yes ☐ No ☐ Yes No Yes ☐ No ☐ Domain 5: Supporting and monitoring educational progress1 Activity Additional Documents? Reflective notes? Yes No Yes ☐ No ☐ Yes No Yes ☐ No ☐ Yes No Yes ☐ No ☐ Domain 6: Guiding personal and professional development1 Activity Additional Documents? Reflective notes? Yes No Yes ☐ No ☐ Yes No Yes ☐ No ☐ Yes No Yes ☐ No ☐ Domain 7: Continuing professional development as an educator Activity Additional Documents? Reflective Yes No Yes ☐ No ☐ Yes No Yes ☐ No ☐ Yes No Yes ☐ No ☐ 1 required for Educational Supervisors only Revalidation Summary
Class teacher Educational Interpreter Sensory Staff Speech Therapists Members of the Public Special Needs Co-ordinator Headteacher Educational Psychologists Senior officer of the Authority __________________________________________ Post Holder __________________________________________ Line Manager __________________________________________ Principal __________________________________________ Date PERSON SPECIFICATION Job Title – Educational Communicator KEY CRITERIA ESSENTIAL DESIRABLE Qualifications & Experience Good numeracy and literacy skills. Experience of working with deaf and hearing children. Experience of working in an education environment. Experience with signed communication. BSL Stage 2. 4 GCSE’s including English and Maths (or equivalent). Experience of collaborative work. Knowledge of the Deaf Community. BTEC in Communication support or equivalent qualification. Knowledge & Understanding Understanding of the purpose and role of Educational Communicator. Understanding of the classroom environment. Good communication skills in English and Sign Language. Good interpersonal skills with students, teaching staff and other professionals. Commitment to equal opportunities. Understanding of Safeguarding and Child Protection issues. Knowledge of Aid. Awareness of issues relating to modalities of communication.
STUDENT INFORMATION Student’s Name: NAU ID: E-mail Address: @nau.edu Phone Number: Enrollment Term: (ex. Summer 2013) Expected Graduation: (ex. Spring 2015) Advisor: Total Required Credits for this Degree Program: 30 This is the: Initial (upon admission) (submitted with Graduation Application) Program of Study Check Statement Below (if applicable) This Program of Study dated replaces and supersedes any previously-submitted EDL POS or emphasis. * Course No. Course Title Replacement Course Semester Year Hours Grade T/E/P** Required Courses (30 required) * EDR 610 Introduction to Research 3 * CCHE 580 The Community College 3 * CCHE 680 Higher Education in the United States 3 * CCHE 600 Leadership Skills 3 * CCHE 620 Programs for Access and Opportunity in Higher Education 3 * CCHE 650 Social Entrepreneurship in Higher Education 3 * CCHE 687 Professional Development Seminar 3 * CCHE 690 Master’s Seminar 3 Select TWO courses from the following courses (6 units required): CCHE 590, CCHE 599, CCHE 640, CCHE 670, or CCHE 688 * 3 * 3 Student’s Name: NAU ID:
ABBREVIATIONS ART – Authority of the Resource Technique AT – Appalachian ATC – Appalachian Trail Conservancy BCHA – Backcountry Horsemen of America LEO – Law Enforcement Officer LNT – No Trace FAQ – Frequently Asked Questions FS – Forest Service FY – Fiscal Year MIST – Minimum Impact Suppression Techniques NEPA – National Environmental Protection Act NNIS – Non-Native Invasive Species NPS – National Park Service NRM – Natural Resource Manager READ – Resource Advisor SAWS – Southern Appalachian Wilderness Stewards SCA – Student Conservation Association SO – Supervisor’s Office SWAG – Southern Wilderness Advisory Group WSI – Wilderness Skills Institute WSP – Wilderness Stewardship Performance
Businesses Wilderness benefits (e.g., unique outdoor recreation, clean air/water) and how these features benefit their particular business (e.g., protect supply chain and natural capital). Direct contact, tie volunteer opportunities to corporate responsibility/service programs and team-building events Outdoor Retailers/Outfitters Wilderness awareness and the type of recreation opportunities that Wilderness provides. The importance of matching visitor abilities and expectations. How to educate people about Wilderness without overly promoting it. The importance of public lands, including Wilderness to draw people into the community for both tourism and business. Responsibility of business to properly educate customers in stewardship to protect areas for future use. Share messages related to specific customer groups. Outdoor demo expos; train employees in LNT; hosted workshops at retail location; partner on/advertise service projects; distribute Wilderness-related materials; share correct info on websites/social media County Tourism Boards, Chambers of Commerce Same messages as Outdoor Retailers/Outfitters Chamber meetings, in-person contact at tourism/visitors center, partner outreach to provide Leave No Trace workshops at visitor center; share correct info on websites/social media Local Search and Rescue/Emergency Response Awareness of traditional tool use and minimum requirements to encourage non-use of motorized equipment; proper communication channels to alert FS of emergencies; updates on trail conditions and maps; encourage sharing of information with public on slow emergency response time and safety preparedness to reduce emergency costs to county Annual presentation and/or training exercise; include Wilderness information in MOU if one exists; articles/press release in local papers that review safety preparedness information
Criteria Appointment to Instructor Promotion to and Tenure as Senior Instructor (or Appointment to Senior Instructor) Promotion to Professor of Teaching (or Appointment to Professor of Teaching with Tenure) Teaching “Normally requires completion of academic (or where appropriate, professional) qualifications, evidence of ability and commitment to teaching” 3.02 “Judged principally on performance in teaching” 4.01 (b) “Requires evidence of excellence in teaching” 3.03 Tenure: “Granted to individuals who have maintained a high standard of performance in meeting the criteria”… (of teaching, educational leadership, and service)… “and show promise of continuing to do so” 4.01 (a) “Requires evidence of outstanding achievement in teaching” 3.04 “Requires evidence of… distinction in field of teaching and learning” 3.04 Educational Leadership “Normally requires evidence of…promise of educational leadership” 3.02 “Requires evidence of… demonstrated educational leadership” 3.03 “Requires evidence of… involvement in curriculum development and innovation, and other teaching and learning initiatives” 3.03 “Keep abreast of current development in their respective discipline and in the field of teaching and learning” 3.03 “Requires evidence of outstanding achievement in…educational leadership” 3.04 “Requires evidence of … sustained and innovative contributions to curriculum development, course design and initiatives that advance the University’s ability to excel in its teaching and learning mandate” 3.04
* Course No. Course Title Replacement Course Semester Year Hours Grade T/E/P** Consultation, Program Development and Evaluation, Supervision (6 units required) * EPS 650 Theory and Practice in Program Evaluation * EPS 671 Consultation in the Helping Professions Research Block (24 units required) * EPS 625 Intermediate Statistics Pre-req: EPS 525 * EPS 724 Computer Statistics Pre-req: EPS 625 Co-req: EPS 725 * EPS 725 Multivariate Statistics Pre-req: EPS 625 Co-req: EPS 724 * EPS 767 Research Paradigms Pre-req: EDR 610, EPS 525, and EPS 625 * EPS 798 Dissertation Seminar * EPS 799 Dissertation Semester/Year Planned Semester/Year Completed First-Year Research Project Student to take Preliminary Examination Student to take Comprehensive Examination Student to complete Dissertation Proposal/Summary Student plans to defend Dissertation Prospectus Student plans to defend Dissertation Student plans to start Internship Research Competency satisfied (i.e., completed EPS 625, 724, 725, and 767) Student’s Name: NAU ID:
Completion of a Risk Assessment Form (Appendix 3 ) for each off - site trip. (Annually for regular visits to the Salvation army/library and the Macmillan park ) Whether the venue can cater to needs of pupils and adult supervisors Educational facilities Type of activity to be undertaken at the venue – whether a taught session is required and if s0 , which activities are available at the venue. Staffing Ratios required for the trip (see below) , in particular: o The competence, experience, qualifications of supervisory o The need for at least one accompanying staff member to have a Paediatric First Aid qualification Lunchtime facilities and timings Location, routes and method of transport required Suitable transport arrangements should be made as soon as possible and discussed as necessary with the Manager Ratios of adult supervision to pupils Special educational or medical needs of pupils What equipment pupils need to bring with them Quality and suitability of available equipment Seasonal conditions, weather and timing Preparation of dry and wet weather programme How to cope if a pupil becomes unwilling or unable to continue The need to monitor risks throughout the visit Group leaders must be familiar with the emergency procedures (Appendix 4)
Hazard Risk Persons at Risk Control Measures/Procedures to be Implemented (Include for supervision including plans for any remote supervision) Action Points (Who to be informed: Staff, Pupils, Parents) Residual Risk (Low) Tick if in Place (Consider, as appropriate: travel, sites (including accommodation), activities, group (ability, medical, behaviour, special needs) any other significant specific hazards) Hazard Risk Persons at Risk Control Measures/Procedures to be Implemented
This is a review of the previous policy which now encompasses the use of EVOLVE. January 2015 DATE REVIEWER SEPT 2015 EPBULL H+S OFFICER change of EVC SEPT 2016 EPB Policy Statement. Oldfields hall Middle School acknowledges the many benefits of learning outside the classroom and is committed to supporting educational visits and activities that enrich the learning opportunities of all children and young people. Provision of Employer Guidance.
Author: (Signature(s)) Printed name(s): Address: Chair’s approval By (Signature) (Printed name) (Title) Dean’s approval: (Signature(s)) Printed name(s): Address: Appalachian State University: By (Signature) (Printed name) Provost and Executive Vice Chancellor
Educational Outcomes Outcome over the next 12 months: Detail provision/resources needed to achieve outcome: How will this happen? Duration, frequency and staffing: Name of person completing the advice Designation: Signed Date: Please e-mail advice and attachments to or for those without secure email, please send by secure post to Statutory Casework Team, Durham County Council, County hall, Durham, DH1 5UJ.
Cooperating with parents 8 The family is the childrens’ primary world, with the childcare facility as an additional field of experiences. and trusting relationships be- tween pedagogical staff and the parents therefore are as important for fostering and developing each child as they are for the development of the childs’ group. Parents interested in placing their child with us have the opportunity to visit and to get to know us, whether with or without the child in question. ■ As a matter of course, parents planning on enrolling child are welcome to visit the childcare facility and to inspect its set-up. ■ A detailed conversation about the child takes place at enrolment. ■ In short chats with the parents we keep them briefed in-between about everyday events. ■ Parent-child-afternoons are held several times in the course of the year, in which parents get acquainted with each other. ■ The child’s development is discussed with the parents on a regular basis. ■ Subjects relating to the child’s group are discussed at the regular parents’ evenings. ■ We have a parents’ council, for which we hold elections once a year. ■ We respect the customs of the various cultures. ■ prior arrangements with pedagogical staff, parents are welcome to participate in their child’s group life.
Trainee’s name Trainee GMC Number Educational Supervisor’s name Educational Supervisor’s GMC Number Trainee’s IBTPHEM registration number Date of meeting Current Training Phase Current Training Unit Type of meeting ☐ Initial ☐ Mid Term ☐ End of placement Summary of previous 3-6 months of PHEM training (if applicable) Summary of PHEM exposure in current phase of training Number of shifts Unsupervised Directly Supervised by Consultant TOTAL for phase of training Percentage of supervised shifts % Summary of PHEM assessments CEX CbD SIM DOPS MSF ACAT TO Current phase Running total Target for 12 month WTE PHEM training 15 30 10 30 2 25 5 Trainee’s name Educational Supervisor’s name Current Training Phase Date of meeting Type of meeting ☐ Initial ☐ Mid Term ☐ End of placement
Courses completed, booked and planned Audits completed, ongoing and planned Research projects completed, ongoing or planned Teaching experience in current phase of training Management experience in current of training Trainee’s name Educational Supervisor’s name Current Training Phase Date of meeting Type of meeting ☐ Initial ☐ Mid Term ☐ End of placement Strengths of trainee
Cognitive – planning/organisational skills Yes No (‘executive functions’) Details: Strategies: Physical Physical – fatigue Yes No Details: Strategies: Physical – balance Yes No Details: Strategies: Physical – mobility Yes No Details: Strategies: Physical – co-ordination Yes No Details:
Emotional Emotional – mental health/psychological Yes No Details: Strategies: Emotional – behaviour /personality changes Yes No Details: Strategies: Emotional – social Yes No Details: Strategies: Learning checkpoints Learning checkpoints – taking exams Yes No Details: Strategies: Learning checkpoints – transition points Yes No Details:
Academic PAs should work with the student to establish a positive working relationship. The primary responsibility of an Academic PA is to assist with educational support requirements that the student cannot complete independently. Academic PAs may be required to assist with mobility and orientation around the college. Academic PAs may be required to assist with educational tasks, sourcing library books and/or photocopying. Academic PAs may be required to assist with carrying personal belongings, folders and materials for the student. If providing notetaking support, Academic PAs must also adhere to the guidelines for Notetakers. Academic PAs should not ‘do the work’ but simply facilitate the student’s ability to participate. Academic PAs will not assist with, or complete, any of the work associated with the course of study and will not participate in class discussions etc. unless contributing directly on the student’s behalf. Discuss any issues that arise with the student in the first instance, and if it cannot be resolved, the Disability Service or agency should be contacted. Academic PAs should be punctual.
Collaborative Poster Rubric Performance Indicators Outstanding Passing Needs Revision Contents Poster includes one evocative image and one evocative quote from the reading. As a whole, the poster successfully communicates the spirit of the story. Identifies evidence for main idea accurately. Assesses evidence and reasoning effectively. Poster includes one relevant image and one relevant quote from the reading. As a whole, the poster communicates something about the spirit of the story. Identifies evidence related to the main idea but may some out or include unrelated ideas. Assesses evidence and reasoning effectively for the most part. Poster lacks either a relevant image or quote from the reading. As a whole, the poster fails to communicate the spirit of the story. Identifies evidence related to the main idea but may some out or include unrelated ideas. Assesses evidence and reasoning effectively for the most part. Presentation Poster uses creative design to amplify the meaning of the image and quote. Poster effectively uses color or shading. Product is neat. Poster design does not detract from the meaning of the image and quote. Poster uses color and shading. Product is neat. Poster design detracts from the meaning of the image and quote. Poster does not use color or shading. Product is sloppy. Collaboration with Peers During planning of the poster, each student is actively involved and contributes ideas for both the image and quote. All group members encourage peers; participation and work to incorporate their ideas into the poster. During planning, each group member pays attention and contributes. All group members respond to each other’s ideas. During planning, one or more group members fails to pay attention or contribute. One or more group members does not contribute to the poster. (Adapted from Provencher, n.d.)
All employees will follow safe food handling practices. All new employees will be educated on the procedures of safe food handling to prevent contamination of gluten free food items. All staff should receive in-service education and training related to cross contamination on an annual basis. PROCEDURES – MEAL PREPARATION All gluten free food items that are not purchased and are prepared, served and/or stored in the facility kitchen will be handled following the procedures outlined below. Hands will be washed prior to handling any gluten free products and before gluten free food item assembly, production and/or packaging. Before use, all foods and ingredients will be checked to ensure that they are gluten free. If employees are uncertain about a given product, they will ask the food services manager or registered dietitian for assistance. Nutrition & Food Services Operational Procedure Policy Name: Prevention of Contamination in the Production of Gluten Free Food Items Policy Number: Page: 2 of 4 Section: Food Safety Effective Date: Revision Dates: May 5, 2011 Gluten free meals and snacks will be prepared before starting preparation of gluten containing meals and snacks. Steps of gluten free food item production will occur continuously from assembly to packaging to avoid risk of cross contamination. Individuals working at gluten free food item station will not handle other food products while preparing and packaging gluten free food items. At time of gluten free food item production, this will be the only food product handled in the designated area. Work surfaces designated for gluten free food production will be cleaned and sanitized before and after gluten free food production, to ensure that gluten-containing food particles are not present in the work area. All utensils utilized for gluten free food production will be cleaned and sanitized before and after each use. Specific utensils designated for gluten free food production will be labeled and kept in the area. A separate toaster, cutting boards, knives, strainers and wooden utensils will be used for preparation of gluten free items. Equipment designated for gluten free preparation will be labeled as such.
Ambulance Drivers and Attendants, Except Emergency Medical Technicians 12 731 719 Athletic Trainers 18 22 4 Audiologists 34 13 -21 Cardiovascular Technologists and Technicians 62 28 -34 Child, Family, and School Social Workers 341 257 -84 Chiropractors 106 - -106 Clinical, Counseling, and School Psychologists 193 255 62 Community and Social Service Specialists, All Other 72 52 -20 Counselors, All Other 20 10 -10 Dental Assistants 555 778 223 Dental Hygienists 268 130 -138 Dental Laboratory Technicians 46 1 -45 Dentists, General 148 31 -117 Diagnostic Medical Sonographers 85 21 -64 Dietetic Technicians 18 99 81 Dietitians and Nutritionists 38 261 223 Educational, Guidance, School, and Vocational Counselors 235 152 -83 Emergency Medical Technicians and Paramedics 146 163 17 Family and General Practitioners 80 55 -25 Healthcare Social Workers 171 104 -67 Hearing Aid Specialists 18 25 7 Licensed Practical and Licensed Vocational Nurses 306 654 348 Magnetic Resonance Imaging Technologists 42 - -42 Marriage and Family Therapists 25 52 27 Massage Therapists 433 851 418 Medical and Clinical Laboratory Technicians 162 67 -95 Medical and Clinical Laboratory Technologists 162 12 -150 Medical Assistants 657 2,874 2,217 Medical Equipment Preparers 86 19 -67
Medical Records and Health Information Technicians 222 292 70 Medical Secretaries 319 309 -10 Medical Transcriptionists 71 65 -6 Mental Health and Substance Abuse Social Workers 118 80 -38 Nuclear Medicine Technologists 15 - -15 Nurse Anesthetists 32 - -32 Midwives 3 - -3 Nurse Practitioners 182 4 -178 Nursing Assistants 1,273 6,655 5,382 Obstetricians and Gynecologists 47 - -47 Occupational Health and Safety Specialists 97 49 -48 Occupational Health and Safety Technicians 24 6 -18 Occupational Therapists 176 36 -140 Occupational Therapy Aides 7 - -7 Occupational Therapy Assistants 23 7 -16 Ophthalmic Medical Technicians 60 22 -38 Opticians, Dispensing 86 9 -77 Optometrists 79 - -79 Orthodontists 3 4 1 Orthotists and Prosthetists 10 1 -9 Pharmacists 250 144 -106 Pharmacy 36 - -36 Pharmacy Technicians 213 278 65 Phlebotomists 124 763 639 Physical Therapist Aides 64 - -64 Physical Therapist Assistants 83 162 79 Physical Therapists 312 61 -251 Physician Assistants 152 52 -100 Physicians and Surgeons, All 412 218 -194 Podiatrists 4 - -4 Psychiatric Aides 12 11 -1 Psychiatric Technicians 17 32 15 Psychiatrists 16 - -16 Radiation Therapists 27 5 -22 Radiologic Technologists 195 155 -40 Recreational Therapists 11 1 -10
shared. The referral form is found in PROMIS: ChildServicescomplete referral form. (4) See Disabilities work plan (5) (i) (ii) A. B. Teaching staff, Home Visitors and Community Partners will use findings from assessments and screenings to plan classroom curriculum and individualize teaching to meet the needs of each child and family. The school district is legally responsible for and does all evaluations and provision of services. Head Start will abide by state and Federal regulations in regards to special education and related services. Head Start will be payor of last resort. (b) Assessment for individualization. (1) Hawaii Early Learning Profile (HELP) is used as the assessment tool. (2) On-going assessment using HELP strands and recording quarterly (October 15th, January 15th, April 15th, July 15th) in myHeadStart.com. Data used to support individualized learning. (3) Head Start will abide by state and Federal regulations in regards to special education and related services. (c) Characteristics of screenings and assessments. (1) ASQ, ASQ-SE and MChat used as screening tools. Hawaii Early Learning Profile (HELP) is used as the assessment tool. (2) (i) (ii) (iii) (3) Bilingual staff or interpreter used when applicable. (3) Interpreter’s used in conjunction with staff with non- English speaking children. (4) Family used when no qualified staff person or interpreter available with a child who speaks a language other than English. (d) Prohibitions on use of screening and assessment data. The sole purpose of screening and assessment data is gaining the needed knowledge to individualize for each child to promote growth. T/HV ongoing/DC T/HV/TA ongoing/DC T/HV/TA ongoing CDS/ EC T/HV/TA ongoing CDS/ EC All staff /DC T/HV/TA/45 days of enrollment/ongoing for Assessment / CDS/DC T/HV/TA/AM ongoing All Staff/ongoing /DC Referral Forms Lesson-Home Visit Plans HELP Booklets HELP Booklets Permission to screen, Service Agreement, Case notes-parent rights, IEP/IFSP meeting documentation HELP Booklets, Completed Screening forms Completed documentation Lesson-Home Visit Plans/ Monitoring Tools/Site Visit Reports 1302.34 Parent and family engagement (a) Purpose. All Dir
GGPS Wazirabad 144 164 443 72 GGPS Garhi Yaseen III Urdu Ghari Yasin 51 59 94 204 27 GBPS Baqar Shah Damaged and underwater GBPS Garhi Yaseen Urdu Ghari Yasin 31 35 102 168 28 GGPS Mureed Sethar Lodra Underwater GGPS Sanjrani Mohallah 5 37 37 55 129 37 GGPS Railway Colony 5 25 30 118 173 25 GGPS Saddar 5 32 41 166 239 32 GGPS Kiri Attta Muhammad 2 27 28 135 190 27 GGPS Sultankot 20 20 95 135 20 GGPS Hamayoon GBPS Sindhi Saddar 5 26 26 152 204 26 GBPS Mureed Sethar Lodra 338 Appendix 2 List of affected ECD centers in Shikarpur S.NO ECD CENTER NAME VILLAGE UC Effects of rainfall and flood water in surroundings 64
Ofsted Aviation House 125 Kingsway London WC2B 6SE T 130415 Education and Skills Annual Report regional information pack: North West Ofsted today launches its Annual Report for 2015/16, which gives a state of the nation picture of the performance of early years, schools, colleges and further education and skills providers in England. This year’s Annual Report has found that: England’s education system is not yet world class but there have been significant improvements. For the year in a row, the proportion of good and outstanding nurseries, and childminders has risen and is now at 91%. The proportion of good and outstanding nurseries is now almost the same in the most deprived areas of the country as in the least deprived. The proportion of good and outstanding primary schools has risen from 69% to 90% in five years. The reading ability of pupils eligible for free school meals at age seven in 2015 was six percentage points closer to the level of their peers than five years ago. Secondary schools have improved and 78% are now good or outstanding. However, secondary schools in the North and Midlands are still behind the rest of the country. The proportion of pupils who achieved highly by the end of primary school who then went on to achieve A/A* in their GCSEs in the North and Midlands was six percentage points lower than in the rest of the country. The proportion of good or outstanding general further education colleges has declined from 77% in 2015 to 71% this year. There are some signs of improvement in the quality of apprenticeships. However, the supply of high-quality apprenticeships at level 3 is not yet meeting demand. Ofsted’s Regional Director, West, is available for interview to talk about the education performance in the region from 10 am. Please contact the press office on 03000 130415 or 03000 131134 to arrange an interview.
List of education and skills providers judged outstanding in 2015/16 Report URN Name Provider type Provision type Local authority 70002 Bath Spa University Initial teacher education Secondary QTS Bath and North East Somerset 70002 Bath Spa University Initial teacher education Primary QTS Bath and North East Somerset 70341 Teach First South Coast Local Area Office Initial teacher education Primary and Secondary QTS Bournemouth 70343 Teach First South West Local Area Office Initial teacher education Primary and Secondary QTS Bristol 108894 Filton Avenue Nursery School LA Nursery School Nursery Bristol 135575 Bristol Cathedral School Academy Sponsor Led Secondary Bristol 138900 Little Mead Primary Academy Academy Converter Primary Bristol 138855 Redland School Academy Converter Secondary Bristol 139033 St Teresa's Catholic Primary School Academy Converter Primary Bristol 130629 Truro and Penwith College General further education college Colleges Cornwall 70016 Cornwall Initial teacher education Secondary QTS Cornwall 111789 Camborne Nursery School LA Nursery School Nursery Cornwall 111824 Sithney Community Primary School Foundation School Primary Cornwall 70141 Devon Primary SCITT Initial teacher education Primary QTS Devon 137642 Lady Seaward's Church of England Primary School Academy Converter Primary Devon 113633 Ellen Tinkham School Foundation Special School Special Devon 113255 Primary School, Ivybridge Community School Primary Devon 133392 Blackford Education (Schools) Ltd T/A the Libra School Independent special school Schools Devon 141138 Harrow House International College Independent school Schools Dorset 70045 University of Gloucestershire Initial teacher education Primary QTS Gloucestershire 70045 University of Gloucestershire Initial teacher education Secondary QTS Gloucestershire GITEP SCITT Initial teacher education Secondary QTS Gloucestershire 140067 Longspee School Academy Special Converter Special Poole