zilongwang/ReadingBank huggingface dataset:
Relationship Building in and out of the Office Encourage faculty and staff to spend time together, to foster closer ties within the workplace. This has been shown to improve happiness, which in turn improves productivity. Togetherness can be promoted in a number of ways: sports, morning stretches, lunch box chatter, etc. Consider having Extension Agents host a regular “Lunch with an Agent,” which would allow members of the community to interact with their Extension Agents in a more relaxed setting. Perhaps encourage elected officials to participate. Encourage staff to eat lunch in more stimulating environments, such as the outdoors, so they are more refreshed when they return to their office. Creative Scheduling A creative schedule should include set “office days,” “client visit days,” and perhaps allow one day to work from home. Creative scheduling will minimize the amount of commuting to work as well as trips to visit clients. Employers generally report a reduction in tardiness and absenteeism for employees on flexible work schedules. This is attributed to the employees’ ability to commute outside of the rush hour and their increased flexibility in scheduling appointments and running errands. For more information, see and Employee of the Month An Employee of the Month program can reward sustainable behaviors such as carpooling, the use of reusable water bottles, volunteering, and being energy conscientious. All of these behaviors can be incentivized in some form to further encourage them. People weigh an incentive's value against the difficulty in earning it. Ask too much, and people will dismiss your incentive. Choose rewards that have inherently higher value, and you can inspire higher performance. Rewards that attract peer attention and stand out from regular pay are cited as some of the most motivating. For more information, visit: Here are 10 non-monetary incentives that might encourage people to excel in the Employee of the Month program. Create a quarterly awards banquet where exceptional employees can be properly recognized for their efforts. A handwritten note from the County Extension Director A flexible hours schedule, where employees can work from home A longer lunch break A free day off work, no questions asked A “casual dress” day First choice of which county car to use when going on a work-related trip
The quality of teaching and assessment in RE (RE2) Aim Action (How) Monitoring (When) Who Outcome Progress To improve teacher expertise and confidence by delivering the “Come and See” scheme of work Planning time to be used for teachers to produce effective plans which match the needs of the individual learners. Effective use is made of resources and teaching strategies, as well as opportunities for cross-curricular learning. Using the Diocesan moderation training materials and exemplification booklets look at levels of attainment linked to specific assessment tasks. Carry out school based moderation of termly “Come and See” assessment tasks. Teachers are confident in their planning and delivery of the “Come and See” scheme, therefore teaching is at least good with outstanding features. To ensure marking and assessment of pupil work is accurate and informs target setting School marking policy to be amended to identify specific criteria for the marking of RE work. Marking of pupil work is clearly linked to learning objective. Marking identifies progress and next steps in learning and pupils are given opportunities to act on the advice given on how to improve their work. Judgements of attainment are accurate and inform future learning. Individual standards of attainment and targets are met or exceeded
6. Monitoring, Evaluation, and Adjustment 6.1. How will you monitor, evaluate and adjust strategic operations? How will you be sure that enforcement efforts are targeted at hot spot locations? Be sure to consider: Data to regularly monitor and use in evaluation Evaluation procedures Evaluation criteria Responding to evaluation data Use of analysis in evaluation Consideration of other jurisdictional changes Examples: “We will review our DDACTS program at our weekly CompStat meetings.” “Shift commanders will work with analysts to review results monthly and recommend changes.” “The analysis unit will consider displacement and diffusion in their quarterly evaluations.” 6.2. How will you measure progress toward desired outcomes? Outline possible adjustments. Be sure to consider: Adaptation of existing reports and data-sharing processes How will adjustments be documented and evaluated for impact Is there a Compstat or Compstat-like process in place to discuss and communicate evaluation and adjustments Examples: “The analysis unit will post monthly DDACTS reports to our intranet.” “The public information officer will post public versions of the reports to our web site.”
7. Outcomes 7.1. What do you want to achieve with DDACTS? What are your agency’s specific desired outcomes, relevant to your jurisdiction and community? Please include a time line for various benchmarks leading to DDACTS implementation. Please be realistic and give consideration to data and analysis needs, agency buy-in, training needs, partner and stakeholder engagement, etc. Be sure to consider: Specific goals and objectives Agency dedication to success Contribution of the rest of the action plan to these outcomes Outcomes over outputs Examples: “A decrease in robberies significant at the 95% confidence interval.” “A reduction of crashes by 15% on the I-190 corridor.” “A satisfaction rating of 4.6 or higher on community surveys.” “The DDACTS Implementation Plan will be presented at the upcoming Command Staff meeting. We anticipate a public kickoff in about eight weeks and full implementation within three months.” “A meeting will be held within two weeks to review data issues identified through the workshop. A timeline will be prepared to insure DDACTS implementation on January 1.” “We will first pilot the DDACTS implementation in the 25th District. In service training will be held within four weeks and pilot implementation to be scheduled within two weeks of training.” ADDITIONAL NOTES:
The 10 Critical Elements BENCHMARKS OF QUALITY (BOQ) A, IP, N Priority High Med. Low Faculty/Staff Commitment 4. Faculty are aware of behavior problems across campus through regular data sharing 5. Faculty involved in establishing and reviewing goals 6. Faculty feedback is obtained throughout year *Additional feature for successful team implementation *BOQ or Self-Assessment is completed X *Data is reviewed X *Strengths and focus are identified X *Plan to share results with faculty X WHAT NEEDS TO BE COMPLETED? WHO WHEN A. B. C. D.
The 10 Critical Elements BENCHMARKS OF QUALITY (BOQ) A, IP, N Priority High Med. Low Effective Procedures for Dealing with Discipline 7. Discipline process described in narrative format or depicted in a graphic format 8. Discipline process includes documentation 9 .Discipline referral form includes information useful in decision-making 10. Problem behaviors are defined 11. Major/Minor behaviors are clearly differentiated 12. Suggested array of appropriate responses to major (office-managed) problem behaviors *Additional feature for successful team implementation *T-chart complete X *Referral Form complete X *Process developed X WHAT NEEDS TO BE COMPLETED? WHO WHEN A. B. C. D.
The 10 Critical Elements BENCHMARKS OF QUALITY (BOQ) A, IP, N Priority High Med. Low Implementation Plan 35. A curriculum to teach the components of the discipline system to all staff is developed and used 36. Plans for training staff how to teach expectations/rules/acknowledgments are developed, scheduled and delivered 37. A plan for teaching students expectations/rules/acknowledgments is developed, scheduled, and delivered 38. Booster sessions for students and staff are planned, scheduled, and delivered 39. Schedule for acknowledgments for the year is planned 40. Plans for orienting incoming staff and students are developed and implemented 41. Plans for involving families/communities are developed and implemented WHAT NEEDS TO BE COMPLETED? WHO WHEN A. B. C. D.
1 The learner will know own strengths and areas for improvement at work The learner must know: Assessment Requirements Evidence Location 1.a Own strengths at work Learners should indicate an example of a personal strength at work. The following assessment methods can be used in the assessment of this standard: Written tasks/questions and answers Oral questions and answers Group discussion Written or pictorial information This list is not exhaustive and other appropriate assessment methods may be used. 1.b Areas for own at work Learners should indicate an area for own at work. 1.c A priority area for at work Learners should indicate a priority area for at work.
State of Michigan grade level content expectation, kindergarten. Venville, G. (2004). Young children learning about living things: A case study of conceptual change from ontological and social perspectives. Journal of Research in Science Teaching, 41, 449–480. doi: 10.1002/tea.20011 Appendix A Tentative Time Schedule for Action Research Project Date Procedure Approx. Time Needed to Complete 02-16-12 Observe science lesson plan 45 minutes
BSO Board Meeting Actions - 2017/18 Action No. Board Meeting Date Agenda Page Number Item Action Point Action By Update 1. 25/5/17 5 (i) CX Report Paper on wider E Health Project to be produced 24/08/17 Deferred to September 2017 2. 22/6/17 1. Information Workshop for Board Members To take place in September 2017 30/6/17 Workshop arranged for 28 September 2017 2. 22/06/17 4(i) Action Template Paper on wider E Health Project to be produced 28/09/17 Paper being presented to September Board Meeting 3. 22/6/17 12. Annual Equality Progress Report for 2016/17 Arrange Equality Training for Board Members Autumn 2017 Training Session to take place on 26 October 2017 4. 22/6/17 16. Presentation on GDPR Presentation to take place at August Board Meeting 24/08/17 Presentation took place on 24/8/17 – Board to be updated as required 5. 24/8/17 5 (iv) SEA Report – Domain Name System (DNS) Resolution Issues Lessons Learned Document to be presented to October BDC Dec 2017 BDC scheduled for January 2018 6. 26/10/17 6 CX Report:- 24/7 Cover for ITS Regional Systems Appraise Director of E Health, HSCB of Board’s concern regarding potential risks if the business case for 24/7 cover is not approved. Nov 2017 CX has written to Director of E Health and requested a meeting in advance of BSO mid year accountability meeting on 21/11/17.
Co-operative Friends Society Registered Charity Registered number ………………. Charitable Incorporated Organisation Not Constituted Social Enterprise Who are the MAIN clients/ users / beneficiaries of your organisation? Everyone Black and Minority Ethnic Communities Carers Children 0-5 Children 6-12 Faith communities Families and parents Homeless people Lesbian, gay, bisexual, transgender, Looked after children (e.g. in care, questioning, intersex foster care) Men Offenders, ex-offenders and their Older people (50+) families People with learning disabilities People with emotional wellbeing / People with substance misuse/addiction mental health problems People with physical and sensory disabilities Refugees and people seeking Tenants and residents asylum Unemployed people Veterans Victims of crime and their families Women Young people aged 13-17 Young adults aged 18-25 Other Where do you deliver activities or services?
COMMUNICATION Aided Advised Arbitrated Clarified Co-authored Collaborated Consulted Coordinated Counseled Defined Enlisted Formulated Influenced Informed Inspired Interpreted Interviewed Mediated Merged Negotiated Promoted Publicized Recommended Represented Resolved Suggested CREATIVE Abstracted Acted Adapted Composed Conceptualized Created Designed Developed Directed Drew Fashioned Generated Illustrated Imagined Improvised Integrated Innovated Painted Performed Planned Problem solved Shaped Synthesized Visualized Wrote DETAIL Analyzed Approved Arranged Classified Collated Compared Compiled Documented Enforced Followed through Met deadlines Prepared Processed Recorded Retrieved Set priorities Systemized Tabulated FINANCIAL Administered Allocated Analyzed Appraised Audited Budgeted Calculated Computed Developed Evaluated Figured Maintained Managed Performed Planned Projected LEADERSHIP Administered Chaired Convinced Directed Examined Executed Expanded Facilitated Improved Initiated Managed Oversaw Produced Recommended Reviewed Supervised MANUAL SKILLS Arranged Assembled Bound Built Checked Classified Constructed Controlled Cut Designed Developed Drove Handled Installed Invented Maintained Monitored Operated Prepared Repaired Tested ORGANIZING Achieved Assigned Consulted
Contracted Controlled Coordinated Decided Delegated Developed Established Evaluated Negotiated Organized Planned Prepared Prioritized Produced Recommended Reported RESEARCH/INVESTIGATION Calculated Cataloged Collected Computed Conducted Correlated Critiqued Diagnosed Discovered Examined Experimented Extrapolated Evaluated Gathered Identified Inspected Investigated Monitored Proved Reviewed Surveyed Tested SERVICE Advised Attended Cared Coached Coordinated Counseled Delivered Demonstrated Explained Furnished Generated Inspected Installed Issued Mentored Provided Purchased Referred Repaired Submitted TEACHING Adapted Advised Clarified Coached Developed Encouraged Evaluated Informed Inspired Motivated Participated Provided Represented Supported Taught Trained Verified TECHNICAL Assembled Built Calculated Computed Designed Engineered Fabricated Maintained Operated Programmed Remodeled Repaired Solved
Action Verbs Tell whether each word is an action verb or noun. Write the words action verb next to each action verb. Write the word noun next to each noun. 13. swims _____________________ 14. thinks _____________________ 15. sneezes _____________________ 16. clock _____________________ 17. tooth _____________________ 18. drives _____________________ 19. takes _____________________ 20. basketball _____________________ 21. plays _____________________ 22. relaxes _____________________ 23. grass _____________________ 24. game _____________________ 25. writes _____________________
Parallel zones Parallel zones will run from 11.50am-1pm and 2.20pm-3.30pm. Delegates can choose one session from any zone in the morning and afternoon. Zone Active zone (outdoors) Brexit zone Design zone Outcomes zone Learning zone Human Rights zone Gaun Yersel! zone Young People zone Community zone Morning Session (11.50 am - 1.00pm) The Place Standard – How good is your place? (M1) Brexit and integration (M2) Designing for co-production and collaboration (M3) The Integration outcomes – where have we got to? (M4) learning (M5) An introduction to human rights (M6) How do you use your experience to bring about change in health and social care? (M7) ACEs and Resilience (M8) Community Links: Practitioners working with Primary Care and Communities (M9) Afternoon Session (2.20pm - 3.30pm) The Place Standard – How good is your place (A1) Brexit and integration (A2) Designing services for all of us (A3) Public health and integration (A4) Educating an integrated workforce (A5) Human Rights budgeting, health and social care (A6) Self Management Fund: Strengthening integration (A7) Future leaders in health and social care (A8) Empowering communities (A9) based
NQT: (name) Induction Tutor: (name) Sheet No: Areas for Development – linked to Teachers’ Standards Objectives within this area for development Date added to ADP Support arrangements – activities, people to help you achieve progress Success criteria – what are you looking for? Dates discussed reviewed Date target met
NQT: (name) Induction Tutor: (name) Sheet No: Areas for Development – linked to Teachers’ Standards Objectives within this area for development Date added to ADP Support arrangements – activities, people to help you achieve progress Success criteria – what are you looking for? Dates discussed/ reviewed Date target met
ACTION LOG FROM BARNSLEY LPC MEETINGS - OUTSTANDING ACTIONS ONLY UPDATED 22/01/17 Action Number Date of meeting and agenda item number Action Update Accountable Officer Date Action closed 83 19/07/17 (1) DT missing from meetings without explanation. Action carried forward. See action 86 AB 85 19/07/17 (6) Contractor Levy to remain the same. Official review in 6 months. AB to add to Jan Agenda AB 86 18/10/17 (1) DT missing from meeting again. TB to visit and discuss persistent absence with DT face-to-face. TB to make contact with DC to get reason for absence TB 87 18/10/17 (3) AB to upload minutes to website AB 88 18/10/17 (4) AB to upload to website AB 89 18/10/17 (5) AB to move Officers Reports standing item to end of future agendas AB 90 18/10/17 (16) TB to send out reminder newsletters regarding Nov QPS declaration and DOS checker TB
Team workflow for action mapping DRAFT 4 May 2016 # Date Task ID SME Client Users Result 1 Write the measurable goal of the project Goal statement Tool: goal template 2 List specific things people need to do on the job to reach the goal ? ? Prioritized list of behaviors Tool: action map 3 For each high-priority behavior: Why aren't people doing it? What makes it hard? ? ? Notes about solutions Tool: problem analysis flowchart, action map Is training really part of the solution? If yes, continue. If not, stop and implement the non-training solutions identified in step 3. 4 Brainstorm activity ideas for behaviors that can be improved with training ? Notes (not scripts) for training activities and supporting info Tool: action map 5 Write and prototype a typical activity Script and working mockup of one activity Tool: activity planner 6 Review and refine prototype Additional drafts of the prototype 7 Approve prototype Prototype activity that acts as a model for future activities 8 Outline the project High-level outline of solutions (not a script) Tool: project outline template 9 Approve the outline Approved outline of the project 10 Begin to implement solutions and prepare managers ? ? Non-training solutions begin to be implemented in the workplace 11 Produce the activity that was prototyped One activity produced using the style or technique identified in the outline 12 Approve the produced activity Approved activity that models the look and feel 13 Write a small batch of activities (maybe 3-4) Full scripts for a few activities Tool: activity planner 14 Approve the activity scripts Approved batch of scripts
Desired Outcome Strategy Target Date Resources Needed Person Responsible Status Comments/ Outcome Tier 1 Manual: Teams Chapter Complete Team Charter Discuss as a team Email to KOI Coach Team Roles Team Charter Pending Ongoing Complete Tier 1 Manual: Teams Chapter Complete Commitment Agreement Sign and return to KOI Coach Team Commitment Agreement Pending Ongoing Complete Tier 1 Manual: Teams Chapter Complete Team Matrix Teaming Matrix Pending Ongoing Complete Tier 1 Manual: Teams Chapter Download: Team Agenda Team Minutes Team Agenda Team Minutes Pending Ongoing Complete
Teach ‘Behavior Principles’ to teachers/staff Target people who need the skill See KOI Coach for the Behavior Principles.ppt Pending Ongoing Complete Tier 1 Manual: Ownership System Chapter Create a vision statement for the PBIS Team View School Examples Pending Ongoing Complete Tier 1 Manual: Ownership System Chapter Gather & Share information on PBIS with staff, students, parents Pending Ongoing Complete Tier 1 Manual: Assessment System Chapter Complete Data Audit Tool (DAT) Data Audit Tool Pending Ongoing Complete
Tier 1 Manual: Assessment System Chapter Distribute Climate surveys to: - staff - students - parents Ask KOI Coach for link to online climate surveys or download paper copies of the Climate Survey for Parents (English and Spanish), Staff and Students Pending Ongoing Complete Tier 1 Manual: Assessment System Chapter Gather and share anecdotal info on PBIS Colleagues Pending Ongoing Complete Tier 1 Manual: Expectation System Chapter Expectations: Brainstorm list of school rules and locations Expectations Rules Pending Ongoing Complete
Desired Outcome Strategy Target Date Resources Needed Person Responsible Status Comments/ Outcome Update Data Analysis Worksheet Complete monthly and share with staff Data Analysis Worksheet PBIS Binder Pending Ongoing Complete Tier 3 Manual: Differential Reinforcement Chapter Complete Differential Reinforcement worksheet Provide examples to staff Differential Reinforcement worksheet Pending Ongoing Complete Tier 3 Manual: Differential Reinforcement Chapter Participate in cooperative learning activity PBIS Tier 3 Manual Pending Ongoing Complete
Tier 3 Manual: Differential Reinforcement Chapter Share Differential Reinforcement worksheet and activity with staff PBIS Tier 3 Manual Differential Reinforcement worksheet Pending Ongoing Complete Tier 3 Manual: Group Contingency Chapter: Complete the Group Contingency worksheet Group Contingency worksheet Pending Ongoing Complete Tier 3 Manual: Group Contingency Chapter: Participate in cooperative learning activity PBIS Tier 3 Manual Pending Ongoing Complete
Tier 3 Manual: Group Contingency Chapter: Share Group Contingency worksheet and activity with staff PBIS Tier 3 Manual Group Contingency worksheet Pending Ongoing Complete Tier 3 Manual: Chapter: Complete the worksheet SMA record sheet SMP record sheet Pending Ongoing Complete Tier 3 Manual: Chapter: Participate in cooperative learning activity PBIS 3 Manual SMA record sheet SMP record sheet Self-Monitoring examples Pending Ongoing Complete
Sports Premium Action Plan 2016-2017 Academic Year: 2016/2017 Total fund allocated: 8915 PE and Sport Premium Key Outcome Indicator School Focus/ planned Impact on pupils Actions to Achieve Planned Funding Actual Funding Evidence Actual Impact (following Review) on pupils Sustainability/ Next Steps Flixton Girls’ High School Sports Partnership: CPD training for staff Playground leader training Competitions Festivals Discount on schemes/equipment YST membership 5 a day Physical Activity online resources £915 1. the engagement of all pupils in regular physical activity – healthy active lifestyles Development of children's understanding and awareness of healthy lifestyles and choices. Increased participation of children taking part in physical activity options during the school day. increased participation of pupils in extra curricular activities. Children to develop leadership skills. MAD fitness days, one per half term – focus on healthy lifestyles. MAD fitness to run Fun Fitness clubs. C4L club Development of playground equipment – stationary goal, mini gym. Pedometers Ipod linked to speaker for music at lunchtime. £1000 approx £200 £750 approx £3000 approx £150 £70 2. the profile of PE and sport being raised Children using skills from across the curriculum in Sports related challenges. Dedicating a full week to sports challenges during National School £200 coaches and
across the school as a tool for whole school improvement Children to become involved in healthy food choices. Sports week. Fruit tasting day resources £100 approx 3. increased confidence, knowledge and skills of all staff in teaching PE and sport Children receiving 2 hours of high quality school sport. Children developing skill levels. P.E leader to attend subject leader days. Purchase of PE Passport. Staff to attend CPD through School Sports Partnership. £550 approx £300 (supply cover) 4. broader experience of a range of sports and activities offered to all pupils increased participation and enjoyment of curriculum activities. lacrosse coaches Yoga specialist After school coaching – Trafford Leisure £180 £150 £750 5. increased participation in competitive sport All pupils given opportunities to play competitive sport. Transport to competitions. Staff/coaches to support £300 (approx.) £150 Total spend: £8765 Completed by: Mrs E Tomlinson - P.E Coordinator Review Date: 1.7.17
2. the profile of PE and sport being raised across the school as a tool for whole school improvement Role models - local sporting personalities so pupils can identify with success and aspire to be a local sporting hero. Classes do demonstrate dance/gymnastics in achievement assemblies Parent and student yoga sessions once a month. Use of Skipping Workshop linked with Growth Mindset Ascertain which local personalities the pupils relate to and invite them into school. £600 £500 3. increased confidence, knowledge and skills of all staff in teaching PE and sport Children receiving 2 hours of high quality school sport. Children developing skill levels. Clear progression and differentiation of children during lessons. P.E leader to attend subject leader days. Purchase of PE Passport and EYFS scheme. PE passport coach to team teach with Year 1 and 2 teachers to develop high quality teaching and use of assessment. Staff to attend CPD through School Sports Partnership. £400 £2280 £400 (supply cover) 4. broader experience of a range of sports and activities offered to all pupils increased participation and enjoyment of curriculum and extra curricular activities. lacrosse coaches After school coaching – Trafford Leisure SiS specialist coach to deliver a variety of sports. £180 £900 £500
Revisit and update the SCHOOL RULES and PARKLANDS VALUES Oct ‘17 School Council to ensure that the School Rules and Parklands Values are on display in every classroom. The council will discuss the current rules and values to decide if they need updating or changing. To have school council members representing the key stage 1 classes and Reception classes. Oct ‘17 To ensure that every child in school has a voice, Mrs Oates will arrange for each key stage 1 class and reception class to have a school council representative. The representatives will convey any messages from their class, will report to their class with any important information following a meeting and can arrange to meet briefly with their class ahead of a school council meeting. The Takeover Challenge Day. 1st Dec 2017 Mrs Oates will confirm the roles available for the Takeover Challenge and write a job description for each. Mrs Oates will prepare the application forms and any other resources for the Challenge. Mrs Oates and the School Council will promote the Challenge by speaking to the school during an assembly or by visiting each class individually. To review the school’s current ‘Child Wellbeing Policy’. March 2018 Mrs Oates to send out a copy of the policy to each school councillor, ahead of the meeting, for review. School council to concentrate on the following 6 sub-headings: Pupil Supervision; A Listening School; Social and Emotional Wellbeing; Getting On and Falling Out; Bullying and Healthy Lifestyles. Open Classroom Ongoing (set dates) School Council to meet the visitors and give them a tour of our school. Councillors will share information about our school and answer any questions that may arise. To create links with school councils from other schools in the cluster to: invite them to our meetings; arrange a visit to their school and sit in on their school council meetings; share ideas or embark on joint projects in the community. TBA Mrs Oates will discuss this action with Mr Dyson and find out which primary schools are in our cluster. The school council will then draft an e-mail to be sent. To create a child-friendly anti-bullying policy. TBA Mr Dyson will let Mrs Oates know when he would like the school council to work on the policy and with whom (member of staff). To review the school’s current Behaviour Policy. TBA Mr Dyson will let Mrs Oates know when he would like the school council to work on the policy and with whom (member of staff).
Private equity fund of funds managers Private Markets III Global Distressed Opportunities NB Crossroads XVIII Private Markets IV NB Crossroads XX January 2006 December 2006 January 2007 December 2007 June 2014 Morgan Stanley Morgan Stanley NB Alternatives Morgan Stanley NB Alternatives Infrastructure managers GIP II Antin Fund II May 2012 September 2013 Global Infrastructure Partners Antin Infrastructure Partners Custodian September 2001 Reviewed in 2006 Monitored in 2009/10 Revised fee in 2013 Northern Trust Company AVC provider March 2001 Reviewed in 2005 Reviewed in 2009 Prudential Whole Fund structure October 2009 October 2014 October 2016 N/A Panel Adviser March 2009 Mercer Actuary October 2000 July 2012 Aon Hewitt Share Voting Advice April 2004 PIRC Performance Measurement Service Provider August 2016 Portfolio Evaluation Currency hedging of 50% of holdings in Legal and General’s passively managed funds: FTSE North America Index Fund FTSE Developed Europe (ex UK) Index Fund April 2017 ($1.50 to £ trigger for removal) May 2017 (€1.25 to £ trigger for removal) Legal and General
Family Name EHA ID No. CHILDREN NEEDING HELP Which Family member does this action relate to? Is there a child who needs help? NEEDS Why are we worried about this ACTION What needs to be done? (include SMART objectives) SUCCESS How will we know when this action has been achieved? OUTCOME What will things look like if this need is being met? (pick the most relevant outcome for your family / family member) Has any child been referred to an Early Intervention Hub, or do they have an Early help Assessment (EHA), Special Educational Needs or Education Health Care Plan? Are they a young carer? The actions within the EHA have been successfully met and the plan has been maintained or stepped down to universal services. Has any child been subject to a Child in Need, Child Protection Plan or section 47? The Plan has successfully been stepped down to an EHA or universal service and not been re-opened as a case. Is any child not attending the 2/3/4 year old Early Years Entitlement (EYE)? Eligible child / children are taking up the EYE across at least 2 terms
Desired Outcome Strategy Target Date Resources Needed Person Responsible Status Comments/ Outcome Tier 1 Manual: Roll Out System Chapter Roll-Out: Discuss and Plan for the Staff Create a PBIS poster showcase to show PBIS Systems, Data, and Practices See School Examples Pending Ongoing Complete Tier 1 Manual: Roll Out System Chapter Roll-Out: Discuss and Plan for the Students Create a PBIS poster showcase to show PBIS Systems, Data, and Practices See School Examples Pending Ongoing Complete Tier 1 Manual: Roll Out System Chapter Roll-Out: Discuss and Plan for the Parents Create a PBIS poster showcase to show PBIS Systems, Data, and Practices See School Examples Pending Ongoing Complete Tier 1 Manual: Roll Out System Chapter Roll-Out: Discuss and Plan for the Community Create a PBIS poster showcase to show PBIS Systems, Data, and Practices See School Examples Pending Ongoing Complete
Tier 1 Manual: Roll Out System Chapter Kick-Off: Discuss and Plan PBIS Kick-off. Discuss with teachers & Staff: brainstorm ideas Pending Ongoing Complete Tier 1 Manual: Roll Out System Chapter Discuss and Plan PBIS celebration. Review as a team, get staff feedback Pending Ongoing Complete Tier 1 Manual: Maintenance System Chapter Boosters: Maximize Priority of PBIS Pending Ongoing Complete Tier 1 Manual: Maintenance System Chapter Boosters: Enhance Effectiveness of PBIS Share data related to academic, behavioral, social, and school climate/safety outcomes Data Pending Ongoing Complete
Tier 1 Manual: Maintenance System Chapter Boosters: Enhance Efficiency of PBIS Share Big 5 data graphs regularly Reteach/review the core Tier 1 systems annually or biannually Data Expectation Matrix, Reinforcement Matrix, Behavior Flowchart Pending Ongoing Complete Tier 1 Manual: Maintenance System Chapter Boosters: Maximize Adaptability of PBIS Join a PBIS PLC Pending Ongoing Complete Tier 1 Manual: Maintenance System Chapter Turn Over: Organize and update PBIS Binder PBIS Binder Table of Contents Pending Ongoing Complete Tier 1 Manual: Maintenance System Chapter Turn Over: PBIS Handbook See School Examples Pending Ongoing Complete
Desired Outcome Strategy Target Date Resources Needed Person Responsible Status Comments/ Outcome Tier 2 Manual: Ownership Chapter Complete the Data Audit Tool (Quantitative) Data Audit Tool Pending Ongoing Complete Tier 2 Manual: Ownership Chapter Distribute the three Climate Surveys (Qualitative) Contact KOI Coach for Climate Survey links Staff, Student and Parent Climate Surveys Pending Ongoing Complete Tier 2 Manual: Ownership Chapter Collect Testimonials (Anecdotal) Pending Ongoing Complete Tier 2 Manual: Ownership Chapter Contact your local PBIS Assessment coordinator for your School ID Code Pending Ongoing Complete
Tier 2 Manual: Ownership Chapter Schedule time for all staff to complete the SAS by the end of the 1st quarter Self-Assessment Survey (SAS) Pending Ongoing Complete Tier 2 Manual: Ownership Chapter Schedule time for PBIS team to complete the TIC Team Implementation Checklist (TIC) Pending Ongoing Complete Tier 2 Manual: Assessment Chapter Complete TIC or BOQ and the MATT or BAT evaluation with PBIS Team and Coach TIC Benchmarks of Quality (BOQ) MATT BAT Pending Ongoing Complete Tier 2 Manual: Assessment Chapter Set a SET and ISSET with outside evaluators Near the beginning of the school year. Pending Ongoing Complete
Tier 2 Manual: Assessment Chapter Schedule the SUBSIST with your team Near the end of the school year. SUBSIST Pending Ongoing Complete Tier 2 Manual: Assessment Chapter Complete a Climate Survey and SAS Near the beginning of the school year. Climate Surveys Pending Ongoing Complete Tier 2 Manual: Assessment Chapter Create an Assessment Matrix Assessment Matrix Pending Ongoing Complete Tier 2 Manual: Behavior Screening Chapter Download and review SRSS instructions and database spreadsheets SRSS Instructions SRSS Example Pending Ongoing Complete
Tier 2 Manual: Behavior Screening Chapter Prepare the SRSS for staff SRSS Template Pending Ongoing Complete Tier 2 Manual: Behavior Screening Chapter Train Staff to complete the SRSS SRSS Template Pending Ongoing Complete Tier 2 Manual: Behavior Screening Chapter Analyze data to identify students needing additional behavior supports Students with red and Yellow dots (after analysis with SRSS) SRSS Template Pending Ongoing Complete Tier 2 Manual: Behavior Screening Chapter Create Intervention Matrix and match interventions to behavior Intervention Matrix Pending Ongoing Complete
Tier 2 Manual: Behavior Screening Chapter Plan to monitor intervention effectiveness Pending Ongoing Complete Tier 2 Manual: Data Analysis Tier 2 Chapter Complete Data Analysis Worksheet monthly Pull ‘Big 5’ data DataAnalysis Worksheet Pending Ongoing Complete Tier 2 Manual: Data Analysis Tier 2 Chapter Use Problem Solving Procedures Data Analysis PSP Pending Ongoing Complete
Tier 2 Manual: Data Analysis Tier 2 Chapter Register a few team members for TIPS II training and begin using the TIPS process TIPS Training Manual TIPS II Graphic Organizer TIPS Handout / Pending Ongoing Complete Tier 2 Manual: Data Analysis Tier 2 Chapter Set dates to share data monthly Pending Ongoing Complete Pending Ongoing Complete
Desired Outcome Strategy Target Date Resources Needed Person Responsible Status Comments/ Outcome Update Data Analysis Worksheet Complete monthly and share with staff Data Analysis Worksheet Pending Ongoing Complete Tier 2 Manual: Classroom Management Chapter Complete the Classroom Management worksheet Replicate activity from training 10 SelfAssessment Questions Pending Ongoing Complete Tier 2 Manual: Classroom Management Chapter Participate in cooperative learning activity PBIS Manual Pending Ongoing Complete Tier 2 Manual: Classroom Management Chapter Plan to share Classroom Management worksheet and activity with staff 10 SelfAssessment Questions PBIS Manual Pending Ongoing Complete
Desired Outcome Strategy Target Date Resources Needed Person Responsible Status Comments/ Outcome Update Data Analysis Worksheet Complete monthly and share with staff Data Analysis Worksheet PBIS Binder Pending Ongoing Complete Tier 2 Manual: Social Skills Chapter: Select Social Skills Curriculum Pending Ongoing Complete Tier 2 Manual: Social Skills Chapter: Update the Intervention Matrix to include Social Skills criteria Pending Ongoing Complete Tier 2 Manual: Social Skills Chapter: Identify Students in need of Social Skills Training ODR data SRSS data Observation data Pending Ongoing Complete
Tier 2 Manual: Social Skills Chapter: Start Social Skills Group Teaching Social Skills Script.doc Pending Ongoing Complete Tier 2 Manual: Social Skills Chapter: Collaborate with Parents Pending Ongoing Complete Tier 2 Manual: Social Skills Chapter: Monitor Progress Pending Ongoing Complete Tier 2 Manual: Sustainability Chapter: Use Booster Activities to make PBIS a priority, effective, efficient, and adaptable Pending Ongoing Complete
Tier 2 Manual: Sustainability Chapter: Prepare for Turn Over by updating the PBIS binder, PBIS Staff handbook and PBIS poster showcase PBIS Poster Showcase School Examples Pending Ongoing Complete Tier 2 Manual: Sustainability Chapter: Schedule appropriate evaluations according the the evaluation schedule Evaluation Schedule Pending Ongoing Complete Tier 2 Manual: Sustainability Chapter: Schedule dates and times for regular data sharing and plan of which data you will share at various events Pending Ongoing Complete Pending Ongoing Complete
Tier 3 Manual: Behavior Tracking Tools Chapter: Choose a behavior to define with precision Behavior Tracking Tools Graphic Behavior Tracking Tools Pending Ongoing Complete Tier 3 Manual: Behavior Tracking Tools Chapter: Begin tracking behavior using one of the 12 Behavior Tracking Tools Behavior Tracking Tools Pending Ongoing Complete Tier 3 Manual: Assessment Chapter: Match intervention to function and teach alternative appropriate behavior Pending Ongoing Complete Tier 3 Manual: Assessment Chapter: Continue tracking behavior Pending Ongoing Complete
Tier 3 Manual: Assessment Chapter: Analyze graphic data and apply data-based decision-making guidelines Data-Based Decision-Making Guidelines Pending Ongoing Complete Tier 3 Manual: Functional Behavior Assessment Chapter: Identify who needs to be trained on FBA’s Pending Ongoing Complete Tier 3 Manual: Functional Behavior Assessment Chapter: Review all PTR forms PTR Forms Pending Ongoing Complete Tier 3 Manual: Functional Behavior Assessment Chapter: Identify Tier 3 Students Case Study Pending Ongoing Complete
Tier 3 Manual: Behavior Intervention Plans Chapter: Create a BIP to align with a previously created FBA BIP Example BIP Template Pending Ongoing Complete Tier 3 Manual: Behavior Intervention Plans Chapter: Train staff to implement the BIO’s BIP Example BIP Template Pending Ongoing Complete Tier 3 Manual: Behavior Intervention Plans Chapter: Monitor the fidelity and outcomes of the BIP Pending Ongoing Complete Pending Ongoing Complete
RETAILER Actions to promote the scheme Include the TSA logo on the company’s printed material including: Company letterhead Customer receipts Invoices Quotes Publications Promotional materials Electronic presentations such as PowerPoint Posters Banners Update the company’s website to include information about TSA, TSA logo and a link to the TSA website. Display TSA promotional materials: At the business premises on internal or external signage On the business’s vehicles Provide information to customers, businesses and other organisations about TSA and the benefits of participating, including in: company newsletters presentations at conferences and other forums, and in conference material. the business’s broader environmental strategy including on its website and in annual reports. Write to current collector and recycler to encourage them to join TSA Actions to meet scheme commitments Customers Provide information to which will explain to customers the nature of the TSA Scheme, its objectives and relevant processes focused on improving sustainable end of life tyre management. For example flyers provided by TSA for customer information at the point of sale. Report monthly on numbers of tyres recycled and collectors and recycling operators used as per the standard reporting format provided on TSA website Collectors and Recyclers Regularly review arrangements with collectors and recyclers Specify in contract with collector that tyres must go to a TSA accredited recycler for environmentally sound use When contract with collector or recycler ends, ensure new contracts are made with TSA accredited collectors and recyclers Audit Keep good records - on request, provide to TSA all dockets/receipts from collectors and recyclers for use in TSA audits Use standard scheme docket to track tyres
school Girls and mathematics action plan February 2014 – July 2014 Headteacher: Mathematics Subject Leader: Governor link: Overall objective To raise achievement of girls’ mathematics by: Commentary related to milestones: OBJECTIVE ACTIVITIES/MILESTONES ACTIVITIES LED BY SUCCESS CRITERIA (Impact on Learning Outcomes) RESOURCE & COST IMPLICATION MONITORING DETAILS WHO WILL MONITOR FOR IMPACT? EVALUATION Prompts for Governors to use to ensure challenge LEADERSHIP AND MANAGEMENT To review, assess and establish a whole school plan to increase attainment and achievement for girls’ mathematics Establish an action plan for the project to include e.g.: Workshop 1: 10.02.14 – scrutiny of data Professional development meetings for staff LA To be achieved by end of February, 2014: For example: 100% of teaching ensures that all girls make expected progress in every lesson by July 2014 Supply costs Project leader & HT Lesson observation Work scrutiny Talking to girls and boys about their What evidence is there to show that girls’ confidence and achievement in maths has been strengthened? What impact is the strengthened subject leadership having on the quality of teaching and on children’s progress?
Information to Governors Talking to girls and boys about their mathematics Gathering parents’ views Lesson observations and work scrutiny 7. Workshop 2: 09.07.14 100% of girls make expected progress by July 2014 100% of girls in all year groups know what to do to succeed in mathematics mathematics What proportion of girls in each year group is making expected progress? Which groups of girls are making less than expected progress? e.g. fsm, low ability, high ability, girls who achieved L2c at KS1 etc. What is being done to address issues of slow progress? What is the impact of these actions? QUALITY OF TEACHING AND PUPIL ACHIEVEMENT To ensure that all mathematics teaching incorporates features to enable girls to make best progress
Republic of the Philippines DEPARTMENT OF EDUCATION Region ___ SCHOOLS DIVISION OF _____________________________ ___________________ ELEMENTARY SCHOOL Action Plan In Edukasyon sa Pagpapakatao School Year 2017-2018 Priorities of Action Program of Project Objectives Strategies and Activities Key Players Time Frame Fund Expected Output A.Learners Development SPG Brigada Bayanihan Implement the School Rules and Regulation Conducting School Leadership on Promote leadership to the young mind leaders. Encourage the children to follow the good rule in their discipline and safety Develop potential leaders SPG involvement in Brigada Bayanihan Strictly implemented Teachers I pupils initiative teachers Pupils Principal Pupils Teachers principal Teachers SPG officers Feb-March 2017 Whole year round September 2017 LGU’s MOOE LGU’s PTA Group involvement were done prop The training was conducted accordingly.
Behavioral Training B.Teachers Development Attending Seminars in Edukasyon sa Pagpapakatao To upgrade learnings and professionals growth To uplift and update to the new trends of learning Teachers Involvement for the good implementation. Teachers are needed to upgrade in learnings. Teachers Oct. 2017 Inset Individual Expense Individual Expense Permitted and Complied Teachers Attended Seminars C.Curriculum Development Enhancing the curriculum Guide in K to 12 and BEC Enhance the curriculum Guide used in K to 12 and BEC task card Monitor and upgrade the curriculum in Edukasyon sa Pagpapakatao Teachers Whole year round MOOE Individual Expense The curriculum guide was be made specific and appropriate D.Physical Facilities . Classroom Instructuring Using Multimedia Projector and other New Trends Materials . . Conducive to learning aside Use/implement the new trend materials in teaching learning process approach . . Upgrade the learning of the child through using multimedia facilities with values integration. Interation of core values in different learning areas. . . Teachers ICT coordinator pupils Teachers . MOOE Stakeholders . Well Equipped on the new trend materials . . Prepared by: ________________________ Noted: Teacher 3
Priority area Action Lead agency Due date Measure(M) / Notes(NB) Establish an evidence base Activate the Experiences of People in Emergency Management survey following an incident. MRSC Triggered by an incident M: Survey data analysed and reported back to respondents and other key stakeholders NB: Revise survey questions as required Review data collection forms used by partner agencies following emergencies to ensure information about sex/gender, age and family violence is collected and shared. MRSC March 2019 M: MRSC Recovery Needs form reviewed NB: Other agencies to think about data collection forms and opportunities for review. Build capacity / Strengthen partnerships Continue to advocate for the script and protocol to be used at regional and state levels. MRSC June 2019 M: Script / protocol included in regional relief and recovery document M: Script / protocol used at an incident outside MR shire NB: Explore sharing key messages of script with agencies who might service fire affected communities (e.g. GPs, Neighbourhood Houses etc.) Develop and share tools to provide context for delivering the script MRSC March 2019 M: Tools developed and shared NB: Examples include pre-planner to help agencies identify who are the right people to deliver the message, an introductory paragraph (segue for meeting leader), a brief presentation for more formal settings and wallet cards. Develop digital collateral for social media and internet to support ‘disaster is no excuse for family violence…’ messaging. MRSC Dec 2018 M: Digital collateral produced and shared NB: Need to include appropriate acknowledgements Develop distribution plan for ‘disaster is not excuse…’ materials including sites (e.g. sporting clubs, libraries, GPs etc.) and people responsible for distribution. MRSC Dec 2018 M: Distribution plan developed and shared Secure funding to roll out Women’s Chainsaw Club program across the shire. MRSC June 2019 M: Funding identified and submission completed M: Program run (depends on funding) NB: Consider National Disaster Resilience Grants (demonstrate improved social connection = increase resilience) or partnership with corporate sector (e.g. Stihl) Explore opportunities to support the work of the Rural Challenge Gender Equality Leadership program CFA / MRSC June 2019 M: Opportunities to support the local delivery of the program identified and implemented
kasanayang di-lubusang natutuhan ng mga mag-aaral KAUNLARANG PANGGURO Magkaroon ng malawak na kaalaman sa pagtuturo para sa mabisa at epektibong pagtuturo KAUNLARANG PANG- CURRICULUM Magkaroon ng kumpletong materyales o kagamitan sa pagtuturo ng Mother Tongue Paggamit ng iba’t ibang stratehiya at mga kagamitan para sa mas epektibo at mabisang pagkatuto 1.1 Pagdalo sa mga seminar,meeting,at training/workshop 1.1 Pagsasaliksik ng mga impormasyon na may kinalaman sa pagtuturo ng Mother Tongue Guro sa Mother Tongue, Mag-aaral Gurong Tagapag-ugnay at iba pang Guro sa Mother Tongue Gurong Tagapag-ugnay at iba pang Guro sa Mother Tongue Pagtatamo ng 75% na pagkatuto Maging handa sa mga pagbabagong nagaganap sa makabagong kaalaman at bagong kurikulum (21st Century Teachers) Bawat guro ng Mother Tongue ay may kumpletong kagamitan o materyales Agosto, Nobyembre, Enero, Marso Buong Taon Buong Taon nakapagtamo ng lubusang pagkatuto sa mga kasanayan 90% ng mga gurong nagtuturo ng Mother Tongue ay nakagawa at nakalikom ng mga kagamitan sa pagbasa at nakagagamit ng angkop na istratehiya at pantulong na kagamitan sa pagtuturo. Nakapagturo ng maayos upang maihatid ng higit na maganda at akmang kurikulum para sa mga
Desired Outcome Strategy Target Date Resources Needed Person Responsible Status Comments/ Outcome Staff: Kick-Off Celebration! Pending Ongoing Complete Staff: Expectation Matrix & Lesson Plans Pending Ongoing Complete Staff: Reinforcement Matrix & Tickets Pending Ongoing Complete Staff: 3-Step/3-Second Reinforcement System Practice with Tickets Pending Ongoing Complete Staff: Behavior Flowchart & Case Study Practice Pending Ongoing Complete