zilongwang/ReadingBank huggingface dataset:
Name: ____________________________________ Date: _________________________ My To-Do List and Personal Contract – EGUSD L2 Word Training Unit 3 Lesson ONE:  Untimed Reading: Goal is 150-180 WPM _________ (Your WMP) Tutorials:  Review of Vowels and Consonants  Short Vowel Review Skit  Understanding _______ (your score)  Counting Syllables  Check Understanding _______ (your score) Decoding Activities  Sentence Completion  Double Vowel Identification) Encoding Activities  Sentence Dictation  Syllabification Lesson THREE:  Unrecorded Reading: Goal is 150-180 WPM _________ (Your WMP) Tutorials:  Sound  Schwa in Multisyllabic Words  Calling Your Dog  Understanding _______ (your score)  Noun vs Verb Stress  Check Understanding _______ (your score) Decoding Activities  and Read Words  Listen and Identify  Sort  Key Concept Quiz _______ (your score)  Sort Encoding Activities  Sentence Dictation  Word Construction Lesson TWO: Independent Reading: Did you record your independent reading with your best attempt? Tutorials:  Closed Syllable Type  Check Understanding _______ (your score)  Compound Words  Check Understanding _______ (your score)  Syllable Stress in Compound Words Decoding Activities  Blend and Read Words  Sort  Sentence Completion  Key Concept Quiz ___________ (your Encoding Activities  Word Building  Shuffle Lesson FOUR: Independent Reading: Did you record your independent reading with your best attempt? Tutorials:  Consonant Doubling Rule  Check Understanding ________ (your score)  Dividing Syllables between Doubled Consonants  Check Understanding ________ (your score)  Pronouncing Words with Double Consonants  Understanding ________ (your score) Decoding Activities  Big Word Strategy  Read Sentences  Sentence Completion Encoding Activities  Sentence Completion with Spelling  Syllabification  Word Building
Internal ARTC External independent bodies (regulatory or government bodies, independent engineering certifications etc.) Contractors Lessons Learnt Provide a list of the lessons learnt from the project: Topic Lesson Learnt Description Method of Circulation of Learning Responsibility Estimating Initial contractor estimates for the time needed for signalling work were inadequate. Greater visibility is needed into the estimating metrics when assessing supplier tenders Ensure this is reflected in ARTC Procurement Procedures Project Manager Risks Risk assessment for civil work ignored weather factors resulting in significant wet weather delays Ensure this is added to the risk factors to be considered for all projects involving engineering work Risk Manager WHS/Safety WHS/Safety Management Plan failed to cover traffic from nearby factory. Consider updating WHS/Safety Management Plan to include prompt to include traffic from local businesses Corporate WHS Management Plan
All exams are held in the main hall unless indicated otherwise. Week 1 Date P1 P2 Break P3 P4 Lunch P5 P6 Monday 04 December 2017 Y11 Biology Paper 1 Y10 RE Paper 1 Tuesday 05 December 2017 Y11 English Language Paper 2 Y10 CIDA 10.3 + 10.4 (M1) Wednesday 06 December 2017 Y11 French /Arabic Reading Paper 1 Y11 Geography/ History Paper 1 Y10 CIDA 10.2 (M1) Thursday 07 December 2017 Maths Non-Calculator 1 Friday 08 December 2017 Y11 French/Arabic Listening (1 Hour) Y11 French/Arabic Speaking (Students Scheduled with language teacher) Week 2 Date P1 P2 Break P3 P4 Lunch P5 P6 Monday 11 December 2017 Y11 Physics Paper 1 Y10 Computer Science Paper 1 Tuesday12 December 2017 Y11 English Literature Paper 1 Y11 Citizenship Paper 1 Wednesday 13 December 2017 Y11 French/Arabic Writing Paper 2 Y11 Geography/ History Paper 2 Thursday 14 December 2017 Y11 Calculator Paper 2 Friday 15 December 2017 Y11 PE Y11 Art (5 Hours –In G2)
Job title: Clean Growth Network Manager Reports to: Director Department: Research, Enterprise and Social Partnerships (RESP) / Green Growth Platform (GGP) Location: Moulsecoomb Grade: 8 Purpose of the role: The Network Manager will lead the development and management of the National Clean Growth Innovation Network, ensuring it meets its objectives, and providing significant value to the Higher Education Institution (HEI) partners, business members and the wider economy as set out in the industrial and clean growth strategies. Line management responsibility for: Project and Communications Manager Project and Communications Manager (LoCASE) Main areas of responsibility: Responsible for researching and collating best practice with each of the 3 HEI partner clean growth business networks: University of Brighton - Green Growth Platform, University of Portsmouth - Greentech South, University of Liverpool John Moores - Low Carbon Eco Innovatory. Lead, organise and facilitate open meetings, shadowing and organisation of joint activities in order to share learning around best practice between these networks Develop and operationalise a best practice based, financially sustainable model for the National Clean Growth Innovation Network in the form of a Network Service Plan and Operational Guide. Responsible for the project management of the National Clean Growth Innovation Network, including the Green Growth Platform, ensuring the programme meets its objectives and is delivered efficiently, on time and within budget. This will include working with the Director and Project and Communications Managers to deliver monitoring and evaluation, reporting, governance, financial management and service delivery, including ensuring links are made between different service areas. Ensure the production of monthly, quarterly and annual reports on progress to the Director with recommendations to maximise project efficiency and results. Responsible for the development and delivery of the Challenge Led Innovation Platform via research on similar initiatives and networking/meetings with corporates. The delivery will include challenge setting with organisations,
Writing Scoring Rubric: Category 1-2 (Progressing) 3 (Approaching Proficient) 4 (Proficient) 5 (Mastery) Content Main idea not very clear; paper may be much too short, lacking details, off the topic; may not be understandable Main idea easy to understand; details may be too general or off topic, or a list of events/points with no explanation) Main idea clear, focused, easy to understand: details are sufficient, most are specific, most are focused; accurate ideas Main ideas interesting, stand out, clear and focused; supporting details are strong and rich (sensory details); writing holds the reader’s attention Organization & Conventions Some run-ons, comma splices, fragments; misspells some common words; may capitalize and punctuate incorrectly; includes basic errors; may not be long enough, or too simple Some run-ons, comma splices, fragments; misspells some common words; may capitalize and punctuate incorrectly; includes basic errors; may not be long enough, or too simple Few run-ons, comma splices, fragments; spells words, capitalizes, and punctuates correctly; may have minor errors but important rules mostly followed; variety of conventions; long and complex enough No run-ons, comma splices, fragments; spells difficult words, capitalizes, and punctuates correctly; errors few and minor; variety of conventions (colons, semi-colons, parentheses, different comma uses, dialogue) Visual Project Scoring Rubric: Category 1-2 (Progressing) 3 (Approaching Proficient) 4 (Proficient) 5 (Mastery) Content Missing or inaccurate pieces in content and some major misunderstandings Content is mostly accurate and present, some parts may be missing or inaccurate All content is present in a very yet accurate form All content is thorough, accurate, and related material is addressed and presented well Organization Little to no structure or organization. Ideas are not connected or related Some structure and organization or ideas, but some inconsistencies or confusion Organized and neat presentation with purposeful structure and/or system Very organized and creative system of organization. Purposeful system of structure Choosing your Project
Mar 2014 Apr May Jun Jul Aug Sep Oct Nov Dec Jan Feb Mar 2015 SCD (Systematic Country Diagnostic) Systematic Country Diagnostic (May-December 2014) Internal Review Meeting Internal Review Meeting Delivery Consultations Consultations 1 Phase 2 Phase 3 - Kickoff Event with Government - Workshop and Consultations on Skills Development & in Identification of main development challenges Identification of CPF pillars Consultation on draft CPF CPF (Country Partnership Framework) Country Partnership Framework (September 2014 - March 2015) Internal Review Meeting Internal Review Meeting Delivery
Bes Music, dance, war, slaughter. Duamutef Protect deceased's stomach. Geb Earth and guide to heaven. Hapi Nile god. Hapy Protect deceased's lungs. Many guises. Falcon-head. Sky god whose left eye was the moon amd whose right eye was the sun (depicted as an eye); king of Egypt. Imsety Protect deceased's liver. Khensu Moon god. Khnemu, Khnum One of 4 creator gods; potter who sculpted man and anumals and breathed life into them; water god. Osiris Earth and vegetation. Ptah Patron of craftsmen. Qebehsenuef Protect deceased's intestines. Re Sun Seth Lord of Lower Egypt & evil enemy of Horus Shu God of space & light between sky & earth; power over
4 3 2 1 Inside of Pyramid: Tomb Paintings Included 3 or more excellent tomb paintings. Used correct Egyptian portrait proportions. Included 2 good tomb paintings. Attempted to use correct Egyptian portrait proportions. Included 1 tomb painting. Did not use correct Egyptian portrait proportions. Did not include any tomb paintings. Inside of Pyramid: Hieroglyphics Incorporated a wide variety of hieroglyphics with meaning. Used registers to hieroglyphics. Incorporated a small variety hieroglyphics with meaning. Did not use registers. Incorporated very few hieroglyphics. Did not include hieroglyphics Inside of Pyramid: Diagram of Rooms Excellently drew the layout of pyramid Rooms are labeled neatly. Excellently drew the layout of pyramid rooms. No labels. Drew the layout of pyramid rooms. May be missing a room or passageway. Rooms are drawn very sloppy or are missing. Outside of Pyramid: Texture Used a ruler to draw precise lines. Drew correct brick pattern. Colored appropriate pyramid colors (blended yellow, brown, and orange) and used sand. Drew a correct brick pattern without ruler. Colored appropriate colors. Attempted to draw a brick pattern. Colored somewhat appropriate colors. Did not draw a brick pattern. Did not use appropriate pyramid colors. Craftsmanship Pyramid is very crisp and detailed. Student used all available space to its potential. Used a ruler for straight and precise lines. Very neatly colored. Used time wisely. Pyramid is detailed and the space is used well. Everything is drawn and colored relatively neatly. Used time wisely. Pyramid is not as detailed as it could be. Lots of empty space. Coloring is a tad bit sloppy. Could have used time a little more wisely. No effort on pyramid. Very sloppy. Did not use time wisely at all. Creativity Student was very creative with pyramid. Did not copy from another source. Created an interesting piece of artwork. Student was somewhat creative with pyramid. Not copied. Somewhat interesting to look at. Student was not very creative with design. Some is copied from another source. Pyramid design is copied from another source. No attempt at individual creativity. Signed Name Name is signed neatly and visibly on flap of pyramid. Name is sloppily written on flap of pyramid. Name cannot be read on flap of pyramid. No name on the pyramid. Pyramid Sculpture: _________________ / 28 points
(2 points each) Mastaba Step Pyramid True Pyramid What does the pyramid represent in Egyptian culture? (2 pts) What is the name of the stone that helped archeologists read hieroglyphics? (2pts) ________________________________ **BONUS: Who is the man who found the above stone? (1pt) _____________________________________________ Ancient Egypt Quiz: _______________ / 10 points
Year 3 and 4 Ancient Egyptian Day Workshop Wednesday 9th May 2018 Contribution for: Child’s Name ………………………………………………………………….. Year …………………………. I enclose cash/cheque for £11.65 Name of Parent ……………………………………………………………………… Signed ……………………………………………………………………. Date ……………………………………………………
Legal Assessment of the Social Entrepreneurship Framework in Egypt Roger Spear and Samuel Barco Serrano EMES European Research Network asbl Loay Y. El-Shawarby, Zaki Hashem & Partners Ahmad Hussein, Nahdet Elmahrousa NGO With the support of the World Bank May 2012
Table 3 - Main legal forms Economic entity/ Company under Foundation Economic entity/Company under Association Co-operative Company Minimum capital requirement for establishment of a foundation: 50,000 TL Minimum capital to start up an economic entity: -around 1,000 TL to Chamber of Commerce More expensive and takes longer to establish a foundation Establishing an association: -At least 7 people needed. Establishing an economic entity: -around 1,000TL -registration to Chamber of Commerce Establishing an association is faster compared to a foundation -At least 7 shareholders -High of capital needed. Limited Company: -At least 2 shareholders - Min. capital requirement 10,000 TL Incorporated company: -At least 5 shareholders -Min. capital requirement 50,000TL (The new Turkish Commercial Code effective as of July 2012 will enable one person to establish a limited liability or incorporated company) Income -Donations to Foundation, Grants, -Loans to Economic entity/company under foundation(for profitable activities) -Donations, -Grants, -Loans (for profitable activities) -Revenues from sales of -Loans, - Grants (NEW) -Revenues from economic activities, -Loans Management By members By members By shareholders By shareholders Governance Each member has 1 vote Each member has 1 vote Each shareholder has 1 vote Percentage of shares is effective in decision making In conclusion, operating as a foundation and association gives social enterprises the possibility to receive grants as well as generate income through the sales of goods and services. Due to lack of a social co-operative or social enterprise status in the legislation, co-operatives and companies operating as social enterprises are treated the same way in legislation and therefore they cannot benefit from any breaks or advantages. In contrast, the required equity of each shareholder is rather high for co-operatives. National laws affecting social enterprises
Physical inactivity 32.1% 5 % relative reduction (30.5% ) 15% relative reduction (28.9% ) Prevalence of insufficiently physically active among adults WHO STEPS Salt/sodium intake 12.8 g/day 20% relative reduction (10.0 g/ day) 30% relative reduction (9.0 g/ day) Mean population intake of salt in persons aged 18+ years Appropriate method should be developed Tobacco use 24.4% 10% relative reduction (22.0 %) 20% relative reduction (20 %) Prevalence of current tobacco use adults WHO STEPS Raised blood Pressure 39% 15% relative reduction (33%) 25% relative reduction (30%) Prevalence of raised blood pressure among adults WHO STEPS Diabetes and obesity 17.2% diabetes 31.3% Obesity Halt the rise in diabetes & obesity Halt the rise in diabetes & obesity Prevalence of raised blood glucose/diabetes and obesity among adults WHO Drug therapy to prevent CVD N/A* % 10 % coverage 15 % coverage Proportion of eligible persons receiving preventive therapy Appropriate method should be developed Essential NCDs medicines and basic technologies to treat major NCDs 60% 70% availability 80% availability Coverage of essential NCDs medicines and basic technology in PHC. Appropriate method should be developed *As is currently no available baseline data, the approach will be piloted in selected PHC settings.
To improve early detection and effective management of NCDs Evidence-based national guidelines/protocols/standards for the management of major NCDs through a primary care approach, recognized/approved by government or competent authorities(9) # Provision of drug therapy and counseling for eligible persons at high risk to prevent attacks and strokes, (10) # and essential NCD medicine and basic technology with emphasis on the primary care level. Availability of guidelines and protocols at PHC Availability of national technical guidelines and protocols for improving quality and coverage of CVD and diabetes prevention, detection and treatment Increase of new clinics for detection and treatment of hypertension Increase of new clinics for early detection and treatment of diabetes Availability of national guidelines and protocols for early detection of cervical cancer Availability of national guidelines and protocols for COPD and asthma Coverage of people receiving drug therapy in the selected areas Official documents Medical Record Adopt Appropriate method To strengthen national capacity for NCD surveillance Establishment of National surveillance working group at the governorate level Number of capacity building workshops on surveillance and monitoring for provincial staff Number of the added health facilities adopting NCD surveillance Availability of national NCD status reports including risk factors Publication Official documents To promote high quality NCD research Establishment of national research network Increase of research funding for NCD prevention and control Establishment of National prioritized NCD research agenda Availability of documents or publications of the best practice for NCD prevention and control. Official documents # Process indicators in bold and italics are included in the Global Process indicators
Fig. 9 Fig. 10 Roll No. Q. No. (Parts A & B) 1 -6 1 7 – 12 2 13 – 18 3 19 – 24 4 25 – 30 5 31 – 36 6 37 - 42 7 43 – 48 8 49 – 54 9 55 - 60 10
13. Determine interaction between surface water and groundwater. A. I possess an advanced knowledge level to the extent that I could efficiently perform this task under the majority of circumstances or situations encountered. B. I possess a sufficient knowledge level that would allow me to perform this task successfully in routine situations. C. I have some knowledge of how to perform this task, but may require additional instructions to apply my knowledge efficiently. D. I have no knowledge of how to perform this task or what it may entail. Please provide the education and/or experience code from pages 4 and 5 with a brief description: ENGINEERING GEOLOGIST ENGINEERING GEOLOGIST GROUNDWATER AND VADOSE ZONE 14. Develop a groundwater monitoring plan. A. I possess an advanced knowledge level to the extent that I could efficiently perform this task under the majority of circumstances or situations encountered. B. I possess a sufficient knowledge level that would allow me to perform this task successfully in routine situations. C. I have some knowledge of how to perform this task, but may require additional instructions to apply my knowledge efficiently. D. I have no knowledge of how to perform this task or what it may entail. Please provide the education and/or experience code from pages 4 and 5 with a brief description:
Name Category Appointed by Date of Appointment Responsibilities Watson Co-opted Governor Governing Body 8 Dec 2015 – 7 Oct 2019 Chair of Governors, Early Years, Assessment, Senior and Middle Leaders Alan Brundle Local Authority East Sussex County Council 1 Nov 2015 -30 Oct 2019 Vice Chair of Governors, Curriculum Jan Gough Co-opted Governor Governing Body 19 July 2017 – 18 July 2021 Teaching & Learning Suzanne Goss Co-opted Governor Governing Body 08 Dec 2016 – 7 Dec 2019 Health & Safety, Safeguarding Philip Hodgins Foundation Governor (ex officio) Diocese of Chichester 1 Nov 2015 – ongoing Community, Spiritual, Moral, Social and Cultural Development Gouveia Co-opted Governor Governing Body 14 Mar 2016 – 13 Mar 2020 James Procter Staff (ex officio) Governing Body 1 Nov 2015 – ongoing Lisa Purcell Staff Governor Staff 13 Nov 2015 – 12 Nov 2019 Extra-curricular Hayley Parent Governing Body 10/02/17 – 09/02/2021 Alex Rattray Parent Governor Governing Body 14 Mar 2016 – 13 Mar 2020 Lindsay Wigens Foundation Governor Diocese of Chichester 1 Nov 2015 – 30 Oct 2019 SEN, Finance & Personnel, Spiritual, Moral, Social and Cultural Development
Have you discussed safety planning with the child/ren or young person? If yes seek specialist support from local DA Services Have you considered the non-abusive parent’s readiness and capacity to engage in services and with external processes? Have you considered the impact the DA has had on parenting capacity? Have you considered what positive change looks like for this family/child? What is realistic? Have you considered whether the non-abusive parent is able to engage with their local DA services e.g. Womens aid, DASH Does this case meet the referral criteria for MARAC and/or referral to Children’s Social Care? If further incidents of Domestic abuse occur does this affect the level of risk to the children/family? If yes seek immediate support from your line manager •Aylesbury Women's Aid - 01296 436827 •Wycombe Women's Aid - 01494 461367 •The Dash Charity - 01753 549865 •Victim Support - 08454 503883 •Thames Valley Domestic Violence Officers - 101 •Asian Women Helpline - 01494 446366 •Shelterline - 0808 800 4444 •The National Domestic Violence Helpline - 0808 200 0247 •LGBT Victim Support Helpline - 0808 168 9274 •Galop (support for LGBT victims) - 0800 999 5428
Ongoing Wish List Eddy is reaching out to the community for help. We are seeing 60-55 kids a day which is double the number from last year. Increased attendance comes with an increase in the food, hygiene items and the necessities we distribute. We count on the community to help alleviate some of the stress. Please reach out if you have any questions. We have a complete and up to date list on our Amazon Smile page: See for more information Top Need 10k sq ft building in downtown Financial Support Necessities Men’s Boxers/Socks Women’s Undergarments/Socks Men’s/Women’s Undershirts Back Packs /Reusable Shopping Bags Sleeping Bags/Tents New Athletic Shoes/Winter Boots Additional Needs Fuel Lunch Meat Yakisoba Noodles Mac and Cheese Cups Cup of Noodles (Beef and Chicken) All Types of Frozen Meals **Healthy and Filling String Cheese Burritos, Hot Pockets Frozen Nuggets or Chicken Strips Canned Food – Pull Top Only To – Go $10 Gift Cards Nutri-grain Bars Granola Bars (NOT Nature Valley, please.) Mini Size Cracker/Cheese-it Bags Mini Cereal Cups Microwave Popcorn Mini Pretzel Packs/Muffins Fruit & Apple Sauce Cups Goldfish Crackers Beef Jerky Peanut Butter Crackers Assorted Chips Tuna and Spam in Pouches Self-Care Hair Picks, Wide Mouth Combs, Brushes African American styling products Hair Gel, Hairspray, Leave in Conditioners Hair Bands, Bobby Pins Nail Clippers, Nail Mesh Laundry bags Razors (Triple , Deodorant, Shaving Cream Lip Balm, Sunscreen, Moisturizer Other Supplies Program Supplies Essential Oils Acrylic Paints/Brushes Canvas Boards Blank Greeting Cards to paint House Care Printer Paper/ Printer Ink File Folders Sharpies Cleaning Supplies Plastic Bins with Lids
☐ Impaired balance ☐Irregular heartbeat (arrhythmia) ☐ Arthritis ☐Impaired alertness ☐Visual impairment ☐ Asthma/COP ☐Osteoporosis ☐Joint replacements ☐Asthma/COP ☐Hearing impairment ☐Angina Details of person making the referral Date of referral: Name: Relationship: (eg GP or Health Professional) Telephone Number: Email: Any other additional relevant information: Consent: I confirm that the patient has agreed to share his/her data with Everyone Health Referrer’s Name: Referrer’s Signature: N.B. This is a not for profit service, however to cover costs there will be a charge of up to £4.00 per session/person Please send this form to: By Post: Falls Prevention Co-ordinator, Everyone Health, 45 Portland St, Kirby In Ashfield Nottingham NG17 7AE Email: : 03330 05 0092 Efax: 0115 9541353
CORNWALL SITE ALLOCATIONS DEVELOPMENT PLAN DOCUMENT EXAMINATION Hearing Session – Day 2 (continued) Wednesday 28 February 2018 Atlantic Hotel, Newquay 2.00 pm Presiding Inspector: T Bristow Matter 10 – Launceston Spatial Strategy and Allocations Participants: Cornwall Council (CC) Bovis Homes (BH) [64b] (D2 Planning Limited) Vallis Development (VD) [65a] (Laurence Associates) Hallam Land Management (HLM)[139b](David Lock Associate) Development Securities (DS) [198c] (Heynes Planning) Justin Dodge (JD)[75b] (Westcountry Land) AGENDA Notes This agenda is provisional and flexible. It is not intended to repeat introductory matters covered in the Guidance Notes (INSP.S3-4) or on Day 1 but to proceed as quickly as possible to the substance of the Agenda. Participants, including the Council, named in [italic square brackets] may be invited to open the item concerned but this is optional. As indicated in previous guidance, there will be no discussion of specific alternative or omission site promoted by Representors. Is the Strategy for Launceston consistent with the LPSP? (N.B. clarification on level of development proposed relative to LPSP targets) Should site allocation targets be expressed as minimum levels to be consistent with LPSP policy 2a ‘Key targets’? [VD] Should existing consents be allocated to ensure that the plan is effective? [DS] Does the timing of forecast delivery affect the ability of the CSADPD to meet LPSP objectives? [HLM] How have local objectives in paragraph 12.7 of the CSADPD been established, and how do they relate to those in the LPSP? Is the existing housing land supply situation based on robust, up to date evidence? (N.B. refer to examination document CC.S4, appendix 4, table A(ii)) Has appropriate account been of consents Ref PA14/08752 and PA11/00339? [BH]
Appendix I: Responsibly Invest District Resources School October 1, 2016 PSIS Data FTE's Inst. Classrooms Classroom Teacher FTE Students/FTE Teacher Support Teacher FTE Admin FTE Para FTE Behavior Manager FTE FTE All Other Staff FTE
1: Details of all Children in your Family Full Name DoB or EDD1 Gender Capita ID No / Agency ID Ethnicity First Language Interpreter Needed? Please Detail Religion Disability Name of School or Education Setting Address (if different from family address) Special Educational Needs Education Health and Care Plan Main Family Address (including Postcode) Family Phone Numbers and Email Addresses Who is in your family and who lives in your home? Please complete a genogram with the family and retain a copy for your records. SECTION AND
Please ensure that for electronically held and registered documents, names have been typed in the boxes below. THIS WILL BE TAKEN AS A SIGNATURE Family member to sign on behalf of all persons covered in this assessment: I confirm that I have been a completed copy of the Early Help Assessment and agree with the content. Signed: Date: Section A – Identifying details of Persons considered in this assessment Family Home Address: Postcode: email address: Phone: CHILDREN AND YOUNG PEOPLE (Under 18 or under 25 if SEND - include Young Parents in next table) Name. If unborn state name as ‘unborn’ and mother’s surname. Gender select as appropriate Date of Birth or estimated date of delivery Ethnicity TO ADD FURTHER CHILDREN AND YOUNG PEOPLE COPY AND PASTE ABOVE BOXES HERE, BEFORE YOU FILL IN YOUNG PARENTS (Under 18) OF CHILD NAMED ABOVE Name Gender select as appropriate Date of Birth Lives in the family home: select as appropriate Has PR for which children? Please LIST, or state ALL Ethnicity YES NO TO ADD FURTHER YOUNG PARENTS, COPY AND PASTE ABOVE BOXES HERE, BEFORE YOU FILL IN PARENT / CARER / ADULT (include ALL who live in the family home and other significant adults) Name Gender select as appropriate Date of Birth Lives in the family home: select as appropriate Has PR for which children/young people? Please LIST, or state ALL or NONE Ethnicity YES NO YES NO TO ADD FURTHER ADULTS COPY AND PASTE ABOVE BOXES HERE, BEFORE YOU FILL IN
Necessary Life Functions Metabolism—chemical reactions within the body Breaks down complex molecules into smaller ones Builds larger molecules from smaller ones Produces energy (ATP) Regulated by hormones Excretion Eliminates excreta (waste) from metabolic reactions Wastes may be removed in feces, or sweat Necessary Life Functions Reproduction Occurs on cellular or organismal level On cellular level—new cells are used for growth and repair On organismal level—the reproductive system handles the task Growth Increases cell size or body size (through increasing the number of cells) Hormones play a major role Survival Needs Nutrients Chemicals used for energy and cell building Include carbohydrates, proteins, lipids, vitamins, and minerals Oxygen Required for chemical reactions Made available by the cooperation of the respiratory and cardiovascular systems Survival Needs Water 60 to 80 percent of body weight Most abundant chemical in the human body Provides fluid base for body secretions and excretions Normal body temperature 37ºC (98.6ºF) Below this temperature, chemical reactions slow and stop Above this temperature, chemical reactions proceed too rapidly Survival Needs Atmospheric pressure Must be appropriate for gas exchange
2. Details of Person Making Contact Full Name Job Organisation Making Contact Service area and address Telephone number Email address Date of Contact Source of Contact 3. Child Details Name Address including postcode Contact Number Date of Birth or EDD Gender School (if applicable) Disability (if applicable) Ethnicity Religion First Language Interpreter Required 4. Parent/Carer Details (whether living in the household or not) Name Address including postcode Contact Number Date of Birth or EDD Gender Parental Responsibility Disability (if applicable) Ethnicity Religion Language Interpreter Required
5. Children in The Household/Other Significant Family Members Name Address including postcode Contact Number Date of Birth or EDD Gender School (if applicable) Disability (if applicable) Ethnicity Religion First Language Interpreter Required 6. Significant Agencies Involved and Their Reasons for Involvement - please include GP details Agency Contact Name Contact Number Address Brief Reason for Involvement 7. Brief History of Your Involvement How long have you been involved with this family?
Referrer Details Full Name Job Referring Organisation Service area and address Telephone number address Date of referral Source of referral (click in box opposite for drop down menu) Section 1 Child Details Name Address including postcode Contact Number Date of Birth or EDD Gender School (if applicable) Disability (if applicable) Ethnicity Religion First Language Interpreter Required Parent / Carer Details Name Address including postcode Contact Number Date of Gender Parental Responsibility Disability (if applicable) Ethnicity Religion First Language Interpreter Required Children in the household / significant family members
Emerging or Undiagnosed Developmental Difficulties or Delay Social Isolation Inadequate housing Special Educational Needs and Disabilities (please complete section D) Mental Health Substance Misuse Not in Education, Employment or Training Unresolved Loss / Parenting Issues Young carer Other reason (please supply in other relevant information) Please provide any information relevant to the issues within the family: Give details of communication needs: Give details of legal status/immigration status regarding any of the people to be included in this assessment Section D – VPP - Only complete this section if you wish the person to be discussed at the vulnerable pupil panel (VPP). If you do not wish the child/young person to be discussed at vulnerable pupil panel please move to section E School: Date of Admission : Attendance last year: Year Group: Attendance this term: Request for: (please select all that are applicable) Additional Support / Advice CARE Respite Outreach : (please state other reason) How do you feel the request would have an impact? What is the desired outcome? Category of need: (Fill in 1 for Primary Need, 2 for any secondary need; N for where level of need is within normal range within mainstream school Communication and interaction Cognitive and learning SEMH difficulties Sensory and/or physical needs SLCN: ASD: SpLD: MLD: SLD: PMLD: SEMH: VI: HI: MSI: PD: OD: Exclusion and reason: (If more than 5, only record the last 5)
Child’s view Date assessment started: Additional information: This document is for each individual child to share their view of how things are for them and their family. Please do not feel restricted by the questions. The important thing is to note what is and isn’t going well in all areas of family life. You may wish to alter this section depending on the age and ability of the child. You may attach drawings or other assessments if relevant. For children who are unable to participate please note how you feel life is from their perspective or from observations that have been made. name(s) Date of birth Does the child have SEN? Yes / No Is an Education Health and Care Plan? Yes / No 1: Physical health: talk about how others look after you & how you keep healthy. Do you have health problems or disabilities? What do you like to eat? How often do you visit the doctor and dentist? What do you do to look after your body? How well do you sleep? Do you need to change anything to be more healthy? Child’s view 2: Where you live: talk about how you feel at home and where you live. What’s good and bad about where you live? Does it feel like home? Do you have your own space? Do you like friends coming round? What is your area like?
Details of parents/carers, family members and significant people Name Date of birth / Due date Gender Ethnicity Religion Relationship to child Parental Responsibility 1 2 3 4 Which agencies and professionals are/have been involved in supporting your family? (Include GP, Education, setting etc) Name Supporting who Role /agency Contact details Contributed to the assessment? Y/N Start date End date Assessment author Name Role Agency/ Organisation Telephone Number Address
The EHCI has become an “industry standard” of modern healthcare monitoring since the start in 2005. The Index is compiled from a combination of public statistics, patient polls and independent research conducted by Health Consumer Powerhouse Ltd, a Sweden-based private company, measuring the performance of healthcare in Europe and Canada to support patient and consumer empowerment. As the European Commission now will systematically engage in the assessment of member state health systems, EHCI sets an example. The EHCI 2014 has been supported by unrestricted grants from Medicover S.A., Belgium, and New Direction Foundation, Belgium. The EHCI material is published on the HCP website: . It is freely available and anybody is welcome to quote it, referring to the source. For questions and information: Arne Bjornberg: +46 70 584 84 51; Johan Hjertqvist: +46 70 752 18 99; “We know the Euro Health Consumer Index (EHCI) is today the leading public measurement of how national healthcare systems perform ...We have recently learned that the European Commission after assessing various benchmarks has found the EHCI to be the most accurate and reliable comparison". Dr. Vytenis Andriukaitis, Lithuania's Minister of Health, 2013 (since November 2014 the EU Commissioner of Health and Consumer Protection) © HPC Ltd. 2015
Part 1: Personal Details The child or young person Full Name Date of birth Male / Female Address NHS Number Unique Pupil Number (if known) Nationality Looked After Child Languages or preferred method of communication Interpretation needed Delete as appropriate: Yes / No Mobile number (optional) Email Address (optional) Name of current setting/school /college The parents or carers Parent/Carer One Parent/Carer Two Names Address Telephone Mobile Email address Languages or preferred method of communication Interpretation needed Delete as appropriate: Yes / No Delete as appropriate: Yes / No
5e. Please use the space below to outline any further actions required indicating by whom. Add any additional comments Please return this form, together with any supporting records / information, to the Statutory Assessment Service within 10 days of the annual review meeting. Mid Team Causeway Braintree Essex CM7 9HB North East Team Essex House The Crescent Colchester Business Park Colchester CO4 9YQ Team Ely Churchill Avenue Basildon. Essex SS14 2BQ West Team Goodman Station Approach Harlow Essex CM20 2ET
4b. Attainment and progress Please provide details of National Curriculum levels, demonstrating both current attainment and rates of progress. Please use P scales where appropriate. EYFS Areas of Personal, Social and Emotional Communication and Language Literacy Mathematics Understanding the Physical Expressive Arts and Design Self-confidence and self-awareness Managing feelings and behaviour Making relationships Listening and attention Understanding Speaking Reading Writing Numbers Shape, space and measure People and communities The world Technology Moving and handling Health and self-care Exploring and using media and materials Being imaginative Score NC Year 1 2 3 4 5 6 7 8 9 10 11 TA SATS TA SATS Reading Writing Science Maths
5d. Placement Does the current placement remain appropriate? Yes / No Is the pupil ready to be included in a mainstream environment? Yes / No If special school placement, does the banding remain appropriate? Yes / No If no, recommended new banding If the pupil is in Year 1, please indicate parental preference for junior school If the pupil is in Year 5, please indicate parental preference for secondary school If the pupil is in Year 10 or please indicate their preference for future placement 5e. Summary Comments Does the Statement / EHC Plan remain appropriate? Yes / No Is it recommended that the Statement / EHC Plan is amended? Yes / No Is a recommended? Yes / No Is any further action required? Yes / No 5f. Any differing recommendations or additional comments
Section C: The child or young person’s health needs which relate to their SEN [A Summary of my Health Needs] Section D: The or young person’s social care needs which relate to their SEN [ A Summary of my Care Needs] Section E: The educational outcomes sought for the child or the young person Short term targets will be set by the setting and should be reviewed at least annually or more frequently as determined by the setting with parent and young person where appropriate. [My Educational Outcomes – the things that are important to me and for me] Outcome 1
Education, Health & Care Plan Date of EHC Plan: Date of EHC Plan: Signed by a duly authorised officer of South Gloucestershire Local Authority: Date Identifying Details Given names: Family name: Ethnicity: Gender: Date of Birth: Student ID Number: Address: Contact phone number(s): Child/Young Person’s first language: Parent / Carer’s first language: Parent / Carer’s name: address if different from above: Is child in receipt of Pupil Premium: Primary / Secondary Need: / NHS Number: Is this or young person a Child in Care? Name and contact details of the Social Worker Section A About Me Photo or picture
“Key” to Outcomes and Provision sections below Sections E, F, G, H1 and H2 E The outcomes sought for the child or the young person F The special educational provision required by the child or the young person G Any health provision H1 Any social care provision which must be made for a young person under 18 resulting from section 2 of the Chronically Sick and Disabled Person’s Act 1970 H2 Any other social care provision reasonably required by the learning difficulties or disabilities which result in the child or young person having SEN
OR Section J Personal Budget (Monetary resources attached to the EHC Plan) Cost of support Indicative Budget How the budget will be managed: Annual cost Parent carers (direct payment) Education provider Health 3rd party provider Local Authority Education (element 2 held by school/college) Education (element 3 allocated by Local Authority) Health (continuing care) Care (Disabled Children and Young People Service funding) Section K Advice and Information Advice and information gathered during EHC needs assessment Type of Advice and Provider Completed by (name and role): Date of completion: Appendix A – Parental Contribution A1: Family Contribution towards the EHCP assessment Name - Student Name - Parent EHCP meeting held Appendix B – Educational Advice B 1: EHCP meeting held
EHCP Consent Form If this consent form is being completed by: - (Please tick) a Young Person – complete Section A and Section C only (Please tick) a parent(s) or person(s) with parental responsibility – complete all of the Sections below SECTION A – Details of child/ young person Your name: Date of birth: Address: Please provide the following: (Please tick preferred method of contact): Home telephone: Mobile telephone: E-mail: SECTION B – Details of person(s) with parental responsibility 1) Your name: Date of birth: Address: Relationship to child: Please provide the following: (Please tick preferred method of contact): Home telephone: Mobile telephone: E-mail:
THURROCK EHCP TIMESCALE Name: …............................................................... DOB: ….................. WORKING DAYS EXPECTED DATE ACTUAL DATE 0 10 18-20 60 70 85 90 100 Request for EHCP needs assessment Contact PATT or Scope for Independent Support LA acknowledges receipt, contacts parents and professionals involved, gathers information EHCP Panel decision YES Ensure key worker role established, work on All about Me, set date for multi-agency meeting Contact PATT or Scope for Independent Support NO Parents offered meeting, Disagreement Resolution, Mediation. Contact PATT for support Multi-agency meeting takes place identifying EHCP outcomes/resources EHPC Panel EHCP Draft EHCP issued, resources identified including personal budget drafting. Contact your Independent Support worker to help check the draft. NO EHCP Parents offered meeting, Disagreement Resolution Mediation, right of appeal. Contact PATT for support Parent preference received, Educational setting consultation Personalised budget finalised, Direct Payments agreed Finalised EHCP issued
Current educational outcomes of EHCP (completion prior to review) Date Year group Qualification Title Type (accredited, none, transition or support) Level (working at) Predicted grade, outcome. (Pass, Grade C) Estimated completion date (m/y) On target Y/N of linked lesson(s) Enter date of completion or enter status:- withdrawal or transfer) Section C – Views with preparing for transition into adulthood (add for each review) Parental views
Young Person’s final proposed pathway Where a Young Person is transitioning to other activities please detail arrangements made Proposed Post 16 pathway summary where transitioning into Further Education or Training EH&C Summary Support need (through formal assessment) Providers explored - can needs be met? Are there any gaps? Education – proposed Study Programme & provision required Health – Provision required Care – Provision required Section E stage 2. Final year of transition to Adulthood, where a Young Person is transitioning into further education or training – assessed and evidenced needs.
Year Study Programme primary aims and support. (To include receiving provider). Type none, support, work) Level (proposed & higher than expected prior attainment) Expected learning, support hours (per academic year) Support required (through assessment) Providers/persons involved Other provision as part of core provision or provision outside of the Study Programme Title Further information Involvement by
For support in completing this document please refer to the How to request an EHC needs assessment? document. Note: Please ensure you have read the and the prior to completing and submitting this form. Part 1: Pupil, Parent/Carer and School details Name of child / young person: UPN: Date of birth: Year group: Date of request: Home language: School admission date: Gender: NHS number: Attendance (last 12 months): % Is this child/young person looked after (please tick)? Yes No Authority (if yes): School name: School address: Named school contact: Designation: Telephone number: Email: Parent/ carer / guardian Names: 1) 2) (if different from 1) Does this person have parental responsibility (PR)? (Please tick): If those detailed above do not have PR, who does? Please provide details: Is either parent in the armed forces? Does this child/young person currently have involvement from a Social Worker? If yes, please provide contact details: If no, has a scanned copy of an Early Help referral form been attached? (please tick): Yes
Health Name Agency Date of Involvement Date of review (if applicable) Ongoing? End date Report Attached (if applicable) Social Care Name Agency Date of Involvement Date of review (if applicable) Ongoing? End date Report Attached (if applicable) Other Name Agency Date of Involvement Date of review (if applicable) Ongoing? End date Report Attached (if applicable)
Steps to achieve this: Long-Term Outcome 2 By when Care / Health / Education or Training to achieve this: Long-Term Outcome 3 By when Care / Health / Education or Training Steps to achieve this: Long-Term Outcome 4 By when Care / Health / Education or Training Steps to achieve this: Monitoring Progress
Type Day or Residential Section J: PERSONAL BUDGET Provision in this plan eligible to be delivered through a personal budget: (Including arrangements for direct payments) Type Direct Payment/ Notional Arrangement/ 3rd Arrangement Detail of Support How will the personal budget be used? What will it purchase? Detail needs and outcome the personal budget will contribute to. Source Education/ Health/ Social Care Education Health Care Plan Agreement: EHCP review schedule The Statutory Annual Review will take within 12 months of the date from when the plan was first issued. Subsequent Annual Reviews should take place within 12 months of that date. Date original EHCP issued Date current EHCP issued Version Number Reason for amendment (including section/s): Name of duly authorised officer Designation Signature Section K: ADVICE AND INFORMATION Source Evidence Report Attached Date of Report Young Person/Family Consent Form All About Me/Us One Page Profile Yes Yes Yes
Steps to achieve this: Long-Term Outcome 2 By when Care / Health / Education or Training Steps to achieve this: Long-Term Outcome 3 By when Care / Health / Education or Training Steps to achieve this: Long-Term Outcome 4 By when Care / Health / Education or Training Steps to achieve this: Monitoring Progress
Type Day or Residential Section J: PERSONAL BUDGET Provision in this plan eligible to be delivered through a personal budget: (Including arrangements for direct payments) Type Direct Payment/ Notional Arrangement/ 3rd Party Arrangement Detail of Support How will the personal budget be used? What will it purchase? Detail needs and outcome the personal budget will contribute to. Source Education/ Health/ Social Care Education Health Care Plan Agreement: EHCP review schedule The Statutory Annual Review will take place within 12 months of the date from when the plan was first issued. Subsequent Annual Reviews should take place within 12 months of that date. Date original EHCP issued Date current EHCP issued Version Number Reason for amendment (including section/s): Name of duly authorised officer Designation Signature Section K: ADVICE AND INFORMATION Source Evidence Report Attached Date of Report Young Person/Family Consent Form All About Me/Us One Page Profile Yes Yes Yes
Graduated Support Plan Medical Questionnaire Preparation for Adulthood Yes Yes Yes Education Setting name: Graduated Support Plan (GSP) Person Centred Plan Provision Map Yes Yes Yes Health/Medical Shropshire Community Health NHS Trust, Dr *** Yes Educational Psychology *** ***, Educational Psychologist Yes Social Care Specialist teacher Early Help Assessment Completed by: *** *** Role: No Any other advice requested by the young person or their family ANY OTHER INFORMATION – (This is not part of the statutory EHC Plan) This may include any provision that will support the young person to achieve outcomes so that they can become as independent as possible and be involved in their local community.