zilongwang/ReadingBank huggingface dataset:
As Jewin's season of Cymdeithas events draws to a close we thank Mary Evans and Rachel Hughes for all their hard work organising the events and to everyone else for contributing so generously. It was another successful season and we look forward to the next
Welcome to the Governors’ Annual Report to Parents 2016/17 of Governors: Clerk to the Governors: Mr. Norman Craggs JP Ms. Rachel Cox 92, Churchfields, C/O Gwenfô C/W Primary School Barry Old Port Road Wenvoe
Supported Housing – Supporting Potential ___________________________________________________________________ Annual Report to Residents 2016-17
Amendment by T. Peros, Seconded by L. Thompson (as amended) Motion #3 Amendment moved by M. Murphy, Seconded by J. Hartley M. Murphy Carried (as amended) Motion #4 D. McConnell Carried Motion #5 Amendment moved by M. Murphy, Seconded by D. Jones M. Murphy Carried (as amended) Motion #6 M. Murphy Carried Motion #7 D. Jones Carried Operating Rules Motions Moved by Passed/Not Passed Motion New With motion – new players from multiple teams – only require one permit C. Bilinski Carried Motion #1 C. Bilinski Withdrawn Motion #2 C. Bilinski Withdrawn Motion #3 C. Bilinski Withdrawn Motion #4 Amendment moved by J. Gray-Baker, Seconded by C. Bilinski M. Murphy Carried Motion #5 D. Jones Withdrawn Motion #6 ~ Discussion on where or to whom the money goes to – it goes to the Sheldon Kennedy foundation ~ Goal of instituting program – create awareness and change in culture. Not a miracle solution ~ T. Peros provided feedback from Oakville Association – would like to have fees built into association. ~ Respect in Sport program is mandatory in SK & MB. Sport MB has said program has made a difference. M. Murphy Carried Motion #7 ~ Discussion on how this will be managed ~ Discussion on where additional player would come from. Cannot pull from Select players as it will make them ineligible to play Select ~ Expectation that the pickup player(s) would be released when the injured player returns to play T. Peros Carried (as amended) Motion #8 D. Murray Carried Motion #9 C. Bilinski Withdrawn Motion #10 J. Hartley Carried Motion #11 M. Le Rouzes Defeated Motion #12 M. Le Rouzes Carried (as amended) Motion #13 M. Le Rouzes Defeated Motion #14 J. Hartley Carried
Owner transactions 1,517 Capital injection – 315 – – Return of operating surplus to the Crown 9 (608) – – 35,292 Balance at 30 June 34,541 35,607 35,149 Statement of financial position as at 30 June 2016 Actual 2015 $000 Note Actual 2016 $000 Unaudited budget 2016 $000 Unaudited forecast 2017 $000 Equity 30,159 Taxpayer’s funds 12 30,159 30,474 30,767 2,040 Land and building revaluation reserve 12 2,590 2,040 2,590 3,093 Memorandum accounts 12 1,792 3,093 1,792 35,292 Total equity 34,541 35,607 35,149 Represented by: Assets Current assets 207 Cash and cash equivalents 6,423 2,000 9,000 1,433 Debtors and receivables 947 9,835 1,000 10,700 Crown Debtors 1,458 – 3,007 2,617 Prepayments 2,153 2,601 2,894 14,957 Total current assets 10,981 14,436 15,901 Non-current assets 14,508 Property, plant and equipment 6 14,886 14,076 6,018 35,325 Intangible assets 7 34,239 36,860 37,239 49,833 non-current assets 49,125 50,936 43,257 64,790 Total assets 60,106 65,372 59,158 Liabilities Current liabilities 15,365 Creditors and other payables 8 11,731 14,361 14,041 – Operating surplus to be returned to the Crown 9 608 – – 1,132 Provisions 10 3,691 1,451 500 8,840 Employee entitlements 11 8,162 8,977 8,000 25,337 Total current liabilities 24,192 24,789 22,541 Non-current liabilities 2,750 Provisions 10 30 3,522 30
Part 1: The work we have done this year Performance Table Category Target (Annual) 1st Quarter Apr-Jun 2nd Quarter Jul-Sept 3rd Quarter Oct-Dec 4th Quarter Jan-Mar Totals Increase / Decrease re 2013/14 Information and Advice 190 63 54 62 46 225 Newsletters published Distributed to 6 190 bimonthly 193 233 198 71 (electronic only) 6 695 - Other Publications Publication Distribution Print: Download: New: 5 600 3 300 624 1 479 613 2 110 460 5 259 568 11 1148 2265 Training: Packages Training Sessions Workshops 4 20 ppl 20 ppl 1 12 3 2 23 27 2 19 15 2 44 15 7 98 60 Consultation/Partnership 20 20 - Research 3 9 Publicising One Voice and website 12 1 3 3 5 12 Updating Website 24 129 Website Hits 300 4,685 6,432 6,097 7,188 24,402 Meeting : General 1 1 - Access Meetings 4 8 -
they cultivate only a single crop of rice. The youth work in the nearby industrial areas where they get jobs on daily wages. The other jobs taken up by adults are in the farm and fruit orchards in the neighborhood. Home visits were made to the very poor families most of whom had half acre or no land. The 20 families identified from the survey were assisted with food items of good nutritional value. The older children in the school tuition program were also given nutrition supplements. Fruits from the Reach Out farm are also given regularly to the children. Special attention was given to Santosh Gavad who had a neck deformity. He was taken for an orthopedic consultation and various investigations like X-ray and MRI were facilitated through the Trust. Medication helped to relieve the pain but he has been referred to Wadia Hospital, Mumbai for further treatment as he has a mass in the spine. There were 3 other handicapped children including a 11 year old girls with spasticity of all 4 limbs Fr Andrew &Sr Marie Trustees take special interest in the school activities on the monthly visits This year the Rotary Club assisted the school in the computer program They provided the 6 laptops, a printer, a Xerox machine. Required soft ware ,internet connection and 2 teachers for training the children according to the curriculum prescribed to the school This year we also assisted urban school children in the vicinity of our urban office in Bandra The girls were mainly from St Joseph’s convent school and the boys from St Thresa’s school The financial assistance was for school uniforms and books Most of the children were from migrant tribal families working as daily laborers Vocational Training . We have had 4 batches of students with six months training in tailoring and welding. All the students are now either self employed or have secured jobs in the industries in the vicinity .The tailoring students apply for machines at a discount from the local government. One student was donated a sewing machine as he came from a very poor family. Sunil Correa co-ordinates the technical program and is very busy with recruitment and job placement of the students . We also placed some of the students in the industrial belt They were to be further trained in tailoring and then to be employed by the firm
SUBMISSION OF THE REPORT Please email the completed form to Submission requirements: Send a separate email for each annual report submitted Attach a single PDF document containing all approvals Use descriptive subject lines to help categorise emails e.g. {Project number} Annual Report
SRB Self Regulatory Body STR Suspicious Transaction Report TF Terrorist Financing TUC Trades Union Congress UNSCR United Nations Security Council Resolution Appendix II Business Information Registered Office 10th Floor, Cedi House No. 1 Liberia Road P. O. Box GP 2674 Accra – Ghana
Humber, Ford & Prior Group Parish Council Annual return for financial year 31 March 2016 Explanations of significant variances Box on section 2 Year ended 31 March 2015 £ Year 31 March 2016 £ Variance Increase (+) Or Decrease (-) (2016 less 2015) £ % (Variance divided by 2015 figure *100) Explanation required? Less than £250 = NO Less than 15% = NO More than 15% =YES Box 2 Annual Precept 6232 6356 +124 2% NO Box 3 Total other receipts 5041 6104 +1063 21% YES Box 4 Staff Costs 2110 2507 +397 19% YES Box 5 Loan interest/ Capital repayments 0 0 0 0 NO Box 6 All other payments 16650 12149 -4501 27% YES Box 9 Total fixed assets 3194 3198 +4 0.1% NO Explanations Box No.3 Total Other Receipts £ Figure in 2015 column 5051 Figure in 2016 column 6104 Variance +1063 Reasons (as many as are applicable) Amount £ Reason 1: VAT reclaimed in 2015-16 was higher than 2014-15, because of increased expenditure activity in 2014-15, principally on the Neighbourhood Development Plan +829 Reason 2: Second Neighbourhood Development Plan Grant of £1836 obtained in 2015-16, compared to £700 received in 2014-15 as the balance of the first grant. +1136 Reason 3: Receipts for contributions for advertising in parish magazine less in 2015-16 than 2014-15 -372 Reason 4: Lengthsman scheme funding receipts less in than in 2014-15, because of change to procedure to invoicing Herefordshire Council in arrears -514 Unexplained -16 Confirm unexplained amount is less than 15% of 2015 figure YES
Box No.4 Staff costs £ Figure in 2015 column 2110 Figure in 2016 column 2507 Variance +397 Reasons (as many as are applicable) Amount £ Reason 1: Council reviewed Clerk’s hours and salary in Nov 2014 and agreed increase from £2000 in 2014-15 to £2250 p.a. for 2015-16. +250 Reason 2: mileage expenses rate increased from 20p per mile (£110) in 2014-15 to 40p per mile (£257) in 2015-16 +147 Unexplained 0 Confirm unexplained amount is less than 15% of 2015 figure n/a Box No.6 All other payments £ Figure in 2015 column 16650 Figure in 2016 column 12149 Variance -4501 Reasons (as many as are applicable) Amount £ Reason 1: Expenditure on Neighbourhood Development Plan reduced from £9854 (ex VAT) in 2014-15 to £2844 in 2015-16, as the project moved from the consulting/preparation stages into the submission stages. -7010 Reason 2: Expenditure on Lengthsman scheme increased from £2855 (ex VAT) in 2014-15 to £4128 in 2015-16, with greater devolution of minor highways and PROW maintenance from Herefordshire Council. +1273 Reason 3: Two years subscriptions to HALC and SLCC paid in 2015-16, as change to payment terms implemented. +542 Reason 4: Biennial website maintenance fees paid in 2015-16 +170 Unexplained +524 Confirm unexplained amount is less than 15% of 2015 figure YES Details of any earmarked or restricted reserves held by the Council at 31 2016 Amount held at 31 March 2016 £ Purpose of reserve 1200 Against costs of any bye-election in the financial year (estimated at maximum of £600 for each of the two parishes in the Group).
She was born severely deaf, wears hearing aids, and has an eye condition called retinitis pigmentosa which means that her field of vision is very narrow. “You are more likely to have confidence issues if you have a disability,” she thinks, “and dealing with social situations and noisy busy environments can be very difficult for me.” After leaving school she went to university ogy and took the brave decision to live in halls. “My first year in university was really really difficult for me,” she says. “It was a massive step but I’m so glad I did it. It gave me a huge feeling of satisfaction.” She also played a key role in Sense’s campaigning work – including helping to develop an employment toolkit for diabled people, and speaking to an audience of MPs at the House of Commons at the launch of Sense’s campaign against loneliness. “I would never have had the confidence to do that two years ago,” she says. “It was so satisfying to do this work, knowing that it would make a difference to somebody.” “It was a massive step but I’m so glad I did it.” Sense campaigns Sense campaigns for a better deal for people with complex communication needs, focusing on the issues which our members tell us matter to them. Together we push for the rights, services and choices that people need to live ordinary, independent lives – and be connected and part of society. 2016/17 snapshot Sense was a key partner in the Jo Cox Commission on Loneliness, leading a campaign about disabled people’s experiences of isolation. Activities included a
‘loneliness lobby’ in parliament and a hard-hitting report which received significant media coverage. This lead to the government appointing a new ministerial lead to tackle loneliness in January 2018. Following the launch of our ‘Equal Access to Healthcare’ report, Sense co-produced the Accessible Information Standard with NHS England. This sets out what health and social care services must do to meet the information and communication needs of people with complex communication needs. Thanks to our amazing supporters Sense is hugely grateful to the individuals and organisations that choose to support us. Their generosity, loyalty and innovation never fail to astound. By taking on physical challenges, hosting special events and making regular donations our supporters allow us to continue to offer vital support services to people with complex communication needs and their families. This year you have helped us to a magnificent £11.1m – which not only allows us to run our current services, but also develop much-needed services in the future. Going for gold The London Marathon is the biggest fundraising event in Sense’s calendar and this year our fantastic runners raised over £800,000. With cheering points to keep our runners motivated along the route and a post-race reception where they could celebrate with friends and family it is a day the runners will never forget.
Training will be provided for 17,000 public servants (at least 25% women) 201,400 680 civil society organisations will be supported to track service provision 2200 All four targets for this strategic goal were met in 2012–13. A number of aid program investments produced larger than expected results and several targets were surpassed. In particular, the target for training public servants did not take account of single, large scale events such as the Pakistan election. Significant results included: An electoral support program in Pakistan that trained more than 126,000 public officials to prepare for general elections in May 2013 A large contribution by the Australian Police Force (AFP) in training 6000 police and other law and order officials in countries including Afghanistan, Papua New Guinea, Solomon Islands and Timor-Leste. In addition to the more direct support indicated above, Australia also funded multilateral organisations, such as the World Bank and the Caribbean Technical Assistance Centre, that provide public financial management support to partner countries. Humanitarian and disaster preparedness and response Australian humanitarian aid to save lives, alleviate suffering, and maintain human dignity during and in the aftermath of conflict, natural disasters and other humanitarian crises. Recent decades have seen an increase in the frequency and impact of natural disasters. Individuals with low resilience and in vulnerable regions are equipped to respond without assistance and are the most affected by such events. Australian aid investments focused on enhancing disaster preparedness and delivering faster, more effective responses to humanitarian crises. In 2012–13 the previous government included in the aid program the ODA-eligible costs for irregular maritime arrivals to Australia, a decision which post-dated the performance measures of the government’s aid policy at the time. 5: Results against Humanitarian and disaster preparedness and response Indicator 2012–13 to 2015–16 Result delivered by Australian aid in 2012–13 Progress 30 million vulnerable people will be provided with life-saving assistance in conflict and crisis situations 11.83 million Disaster response will be launched within 48 hours of a request for assistance in anticipated humanitarian crises 100% (9 out of 9) requests responded to within 48 hours One of the two targets for this strategic goal was met in 2012–13 and the remaining one was on track to be met by 2015–16. The Asia-Pacific is the most disaster-prone region in the world and Australia continued its strong commitment to support our near neighbours to prepare for and respond to crises.
In general, a receiver will always have the right to ask for another CHHA if your service is unacceptable to him or her. Never deny the receiver the legal right to speak to your supervisor with any grievance he or she may have. As always, a receiver's privacy comes first, and it is legally protected. Do not discuss your receiver's health or circumstances with anyone aside from your supervisor. Recommendations: Protect yourself from wrongdoing or ethics accusations by conducting yourself in a professional manner at all times. receiver is different, and each situation may present challenges. It is your job to identify any unusual situation and report it to your supervisor for advice on how to handle it. Your receiver may ask you to do more than what your job description calls for. For example, you may be asked to administer a drug that you are not authorized to give. As this is beyond the scope of your responsibility, you could be placing your job and legal standing at risk. It is in these times that you are most protected by following procedures and communicating with your supervisor. Receiver Rights: The goal of Seniors Helping Seniors® services is to improve the quality of life for older adult citizens in our community by supporting each person with dignity and respect. We believe that each and every person who is involved with Seniors Helping Seniors® services must be treated and must also treat others with compassion, empathy and kindness. Receiver Bill of Rights: Each person is entitled to personal protections and freedoms including the to: Be heard and validated Be included in all decisions that affect your life Be informed about and included in the ongoing process of planning for your services, including your acceptance or refusal of those services Maintain your maximum practical level of independence Be in a safe environment free from hazards or obstacles that may limit your independence Have individual privacy Have your personal information kept strictly confidential Have your property and possessions respected Be safe from any verbal, sexual, physical and mental abuse Receive services without regard to race, color, national origin, disability, age, sexual orientation and/or religion. Reasonable accommodations will be made for handicapped employees.
New outcomes New outcomes for child/ young person, following this review (including any retained from last review) Actions: What will help child/ young person to achieve his/ her goals Resources to be used: Who will do what, when and how When will this be reviewed? How will this be monitored and by whom?
Other Expenses - $136,167 Main items are: Compliance Expenses – BSI Group conducted audit - $13,058 Computer Expenses - annual maintenance, 2 bay disk station in Tennant (under asset threshold) and IVO subscription - $12,752 Operating Result – Loss $8,696 due to DSS not allowing depreciation to be part of the use of funding. DAS therefore takes the loss on this each year. Unexpended Grant – $79,535 – DSS surplus not spent $15,535 and DSS Streamlined Grant $64K Balance Sheet Cash at bank and Petty Cash held $188,109 Assets Acquired during 2016/2017 – asset threshold $1000 Jeep Patrol Assets Disposed during 2016/2017 Shower Commode Ford Ranger CaPAble Accounting and Bookkeeping Service would like to thank DAS staff and the board for their continued support of CaPAble Accounting and Bookkeeping Service. We look forward to continuing working with you in the future.
There is no documented evidence of team discussions around T & L goals Documentation shows that discussions about T & L goals are sporadic and limited Documentation shows that teachers engage in regular discussion about and are working towards, effective implementation of their T & L goals Documentation shows that teachers are engaging in robust discussions which are informing the effective implementation of the T & L goals Progress on goals is not assessed or documented There is limited evidence of team assessing progress on goals is evidence that the team regularly assess progress on goals and identify next steps There is clear evidence that the team critically assess and evaluate progress towards achieving goals, and identify next steps There is no documented evidence of outcomes or changes in practice Documented evidence of evaluation focuses on what has happened rather than the effectiveness of outcomes or change in practice There is documented evidence of evaluation about the effectiveness of the strategies, and evaluation of outcomes and of changes in practice, are developing is robust documented evidence of critical evaluation of the effectiveness of the strategies, outcomes and changes in practice Strategic Teaching and Learning Feedback (Evaluation) Other significant work the team are engaging in around this criteria Other comments Feedforward (Next Steps)
Appraisal Feedback (Evaluation) Other significant work the team are engaging in around this criteria comments Feedforward (Next Steps) Priority Learners/Groups Intervention required Requires further development On track Excelling There is no recognition of the child’s language, culture and identity within the environment * There is some evidence of the child’s language, culture and identity within the environment * The environment represents the child’s language, culture and identity * The environment actively promotes the child’s language, culture and identity *
receiving care, other health care professionals and the public. How can I demonstrate I have facilitated woman’s choice? Annual Review summary page Evidence discussed at Annual review Example – Reflective account, CPD, documentation audit etc. Date evidence completed Theme / themes covered in discussion Learning points achieved and / or objectives identified (these will help formulate your action plan) Example CTG study day – CPD activity 10/12/2015 6 hours Discussed my learning from the session i.e. anatomy and physiology ,CTG interpretation, related guidance & importance of escalation Identified that I need to further enhance my knowledge of CTG interpretation by completing the on line CTG training – I aim to complete this by 10th January 2016
Education, Health and Care Plan Annual Review Form Pupil Name: DoB: Name of parents/carers Contact details Address: Has address changed since previous AR? Yes No Setting/School/College Name and Address: School DfE number: Are any data sharing restrictions? Yes No If Yes, please provide details of any data sharing restrictions (as well as a copy of any court orders) Previous Annual Review Date (if applicable): Date this Annual Review meeting took place: Was this an Early Annual Review Yes No If yes please provide brief details Average attendance of CYP over last academic year: If below 95% please give brief details of reasons and actions taken to improve attendance Names of Attendees and Contributors: Role: Contact Details: (Email, telephone or address)
Annual Review Form Name: Date of Review: Job Title: Supervisor/Manager: Time in Current Position: Time with Company: Core How Often (check one) Specific Feedback and Examples Commit to Service Excellence: Strive to be the best and aspire to the highest level of excellence in our service. Empower our employees to contribute and excel. Extremely Very Moderately Often Slightly Often Not at all Often Improve Continuously: Embrace change, drive innovation and promote excellence. Encourage bold and creative thinking. Extremely Often Very Often Moderately Slightly Often Not at all Often
Core Value How Often (check one) Specific Feedback and Examples Support The Team: Team player. Participates. Supports the of the entire team through daily actions. Extremely Often Very Moderately Often Slightly Often Not at all Often Be Considerate of Others: Kind, friendly, considerate, and towards others. Extremely Often Very Often Moderately Often Slightly Often Not at all Often Opportunities for Growth or Suggestions for Improvement
Review of Progress towards Statement Objectives/EHCP Outcomes Area of Need Statement Objectives/EHCP Outcomes Schools 1 year outcome Success CYP has made towards achieving these Cognition and Learning 1 2 3 4 1 2 3 4 1 2 3 4 Communication and Interaction 1 2 3 4 1 2 3 4 1 2 3 4 Social, Emotional and Mental Health 1 2 3 4 1 2 3 4 1 2 3 4 Sensory and Physical 1 2 3 4 1 2 3 4 1 2 3 4 Health 1 2 3 4 1 2 3 4 1 2 3 4 Social Care 1 2 3 4 1 2 3 4 1 2 3 4 Do any of the statement objectives/EHCP outcomes need to be amended? If so, please detail suggested changes below: Area of Need Current Statement Objectives/EHCP Outcomes Proposed Statement Objectives/EHCP Outcomes Cognition and Learning 1 2 1 2
3 4 3 4 Communication and Interaction 1 2 3 4 1 2 3 4 Social, Emotional and Mental Health 1 2 3 4 1 2 3 4 Sensory and Physical 1 2 3 4 1 2 3 4 Health 1 2 3 4 1 2 3 4 Social Care 1 2 3 4 1 2 3 4
Name: Address: Contact No: Relationship to child/young person Does this person have parental responsibility? Yes / No Name: Address: Contact No: Relationship to child/young person Does this person have parental responsibility? Yes / No People and Services invited to this review (Please add and delete as applicable) Name Role Advice submitted for review? Attended Review Y/N Address / Contact Details Pupil/Young Person Parent/Guardian Social Worker/Lead Professional SENCo Head Teacher/Class Teacher/ TA LA SEN Casework / Monitoring Officer. Advisory Teacher Educational Psychologist Speech & Language Therapist Physiotherapist Other Other Other
E6 Any new Outcomes to be included in the ECHP, to be achieved by end of the Key Stage/Phase of Education: My New Outcomes ((Please ensure these outcomes are set for the end of current Key Stage/Phase of Education. A child or young person may not require outcomes in each area). Where a child/young person is approaching the end of a key stage/phase of education, then please set outcomes to be achieved by the end of the next Key Stage/Phase of Education It is never too early to plan for Preparation for Adulthood (PfA) but providers must be planning for this from Year 9 onwards. The Four PfA outcome areas are: employment, independent living, community inclusion and health, RAS Category Provision and Resources (Please indicate the provision and resources that the educational setting, social care or health will be providing to enable this outcome to be achieved. If the educational setting is requesting an increase in resources, please be clear how this will be used to achieve the new outcomes and why the existing resource allocation is insufficient) Communication and Interaction: (Links to PfA: Community inclusion, employment) Please include the NEW outcomes here. (Please refer to the guidance on SENCO spot) Please provide details of the provision and resources that will be provided to enable this outcomes to be achieved. Please ensure that it is clear which provision is in place to meet each individual outcome. Cognition and Learning: (Links to PfA: Employment, independent living) Social, Emotional and Mental Health: (Links to PfA: Community inclusion, good health)
SECTION A – Part 2 All me (information up-date to form a ‘chronological picture’ over the Key Stage – the EHCP will only be amended if changes are significant) Date / Year Year 1 - Year 2 - Year 3 - What is important to you? How do you feel about the help that you are receiving in school? Is there anything else that you think would help you in school? Tell us about anything that is working well or not working well for you. (include: Health, Social Care, Leisure and Home) Your aspirations for the future SECTION A – Part 2
The views of my family. Date What progress has your child made over the last year? What future progress would you like to see? What is important to us? How to support us. (including Social care and Health) Things that are working well for us. Things that are not working so well for us. Our aspirations for the future
Step 4: School Submission of Annual Review to the State: Once a district either clicks “Accept” or “Revise and Submit” on a school’s review, then the school will log in and click on the tab “Complete Forms” where it will show the school’s status of their district’s review. There the school will click on the District Annual Review, and the review will show. If the review is ready to be sent to the state, the school will click on “Save and Send for Review”. THEN the school will click on the “Submit Forms/Reports” tab and the school will press the submit button to submit their review to the state. Once it has been submitted, a submission date will show. Step 5 State Receives & Reviews: The completed review is then processed by the state. The state will use the report below to document that schools and districts are annually reviewing their Title IA plans. In addition, this is the report the state will use to determine if all Title IA schools have transitioned their plans into Indistar.
Assessment of capacity to take on new business and development opportunities is robust Carries out detailed and robust stress testing of financial plans against a range of scenarios, identifying appropriate mitigation strategies Before taking on any new liabilities, ensures obligations are fully understood and demonstrates consideration of how the likely impact on current and future business and regulatory compliance will be managed Y Y Y PS4.0 Clearly evidenced self evaluation and statement of compliance N Document produced for Regulator’s attention and scrutiny Develop existing and robust self-evaluation against new performance standards staff, Board, tenant and stakeholder feedback (March 2018) PS5.0 A track record of achieving positive outcomes, responding appropriately to new challenges and performance issues Demonstrates how the board assures itself of current performance and drives continuous improvement 5.2 Demonstrates how lettings make the best use of available housing, compatible with the core purpose of the Registered Social Landlord Y Y Review feedback from local authorities in stakeholder survey (June 2017) Ensure LA partnerships tackle issues such as homelessness, welfare reform and challenging/vulnerable applicants (March 2019) Keep schemes under review in light of welfare reform and review u35 pilot (August 2017) PS6.0 Delivering value for money in all areas of the business
Maintains a thorough, accurate and up to date record of assets and liabilities including all liabilities have recourse to social housing assets Data on the financial and social performance of assets is accurate and used to inform investment decisions Ensures data on the condition of assets is up to date and is able to demonstrate consideration of the short and long term costs of maintenance, repair and renewal Ensures that publicly funded homes meet the standards set out in the Welsh Housing Quality Standard Y Y Y Y This statement of compliance was approved by the Board of Directors on 10 May 2017
Procedure Species Category Number approved YEAR Number used Pre-term (Y/N) Source Fate Comments (e.g. reuse of animals) 3 01 20 6 DAFWA 1 6 01 20 10 Internal 1 Example 3 - same procedure categories and differing species of animals. Procedure Species Category Number approved YEAR Number used Pre-term (Y/N) Source Fate Comments (e.g. reuse of animals) 1 03 10 4 Internal 4 1 04 10 8 ARC 4 Example 4 - same species of animals with some pre-term. Procedure Species Category Number approved YEAR Number used Pre-term (Y/N) Source Fate Comments (e.g. reuse of animals) 1 02 4 4 ARC 4 1 02 20 18 Y ARC 4 Example 5 – differing procedure categories and differing species of animals. Procedure Species Category Number approved YEAR Number used Pre-term (Y/N) Source Fate Comments (e.g. reuse of animals) 2 01 25 23 ARC 20 reused from project 4422 2 03 25 20 Internal 4 01 25 15 Internal 4 03 25 12 Internal Example 6 – same procedure, differing species and differing fates of animals. Procedure Species Category Number approved YEAR Number used Pre-term (Y/N) Source Fate Comments (e.g. of animals) 3 52 25 23 Wild 6 3 52 25 1 Wild 2 Injured and euthanased 3 40 25 4 Wild 3 Found dead in trap
The following is a summary of the actions taken in 2016 to address barriers and legislative requirements identified in the 2014-2018 multi-year plan. Description of Barrier Mitigation Strategy There was no handrail along the new switchback sidewalk linking new LRT train stop to Emergency Entrance area In November 2016, a new handrail was installed along sidewalk. There were no accessible washrooms on the main level of Withdrawal Management. In December 2016 renovations were made to two
washrooms to make them accessible. There was no accessible access for visitors dropping off resumes to the Human Resources Department In November 2016 a door operator was installed on the main entrance to HR Dept. Washrooms near Physical Medicine clinic New door operators on new accessible
The waste and recycling station at the KW Site Cafeteria was not an accessible height A new station was custom built to meet accessibility height standards. There was no handrail along the sidewalk leading up to Kaufman building and Green Street. In April 2016, a new handrail was installed along sidewalk.
In addition to the initiatives the following work has been undertaken in 2016 to achieve compliance with the upcoming Integrated Accessibility Standards Regulations. AODA Standards / Regulation Reference O. Reg.191/11, s. 14 II: Accessible Web Sites and Web Content Compliance Deadline: January 1st 2021 14.1 Ensure internet websites and web content conform to WCAG 2.0 guidelines (Web Content Accessibility Guidelines) at the following levels: All websites and web content to Level AA by January 1, 2021 (other than live captions and audio descriptions) (14.4) Website and web content conform to WCAG 2.0 Level A guidelines with some exceptions which we have workarounds for (i.e. photos). Working with the successful vendor and internal stakeholders to develop the new website. Accessible pdfs are front and centre in their work. GRH is moving towards converting pdfs to accessible web content or having a tool to make pdfs accessible. Completed January 2016 and ongoing.
AODA Standards / Regulation Reference O. Reg.191/11, S. 80.16, 80.22, 80.39-80.42 IV: Design of Public Spaces Compliance Deadline: Estimated as January 1st, 2016 All sections of the Built Environment Standards (Design of Public Spaces) with relevance to GRH The Accessibility Committee, which includes membership from Planning, Development and Facility Redesign and Engineering Services, has reviewed the new accessibility amendments to Ontario’s Building Code and the new accessibility standards for the built environment. Completed December 2016 and ongoing. Ss. 80.33 to 80.37 Accessible Parking Ss. 80.16, 80.22, 80.28 Exterior Spaces Ss. 80.39 to 80.41 Interior Spaces Ss. 80.42 Maintenance
FINANCIAL BID From: __________________ __________________ ___________________ To, Mr. Girish Agarwal/Mr. Pragnesh Shah The Deltin, Delta Corp Limited 2nd Floor, Bayside Mall, Opp Sobo Central, Tardeo Road, Hajiali, Mumbai 400 034 Sir, With reference to your advertisement-Tender in the local newspapers and website for the year 01 April 2018 to 31 March 2019 for the following items, I/We hereby submit my/our Financial bid required by you: Cotegory- INDIAN VEGETABLES SR.No. Item Name UOM Annual Consumption (Approx.) DAMAN Annual Consumption (Approx.)GOA Rate Tax 1 NO 162 216 2 ARBI(COLOCASIA) KG 138 188 3 ARBILEAVES KG 39 4 BABYCARROTS KG 2 76 5 BABYPOTATOES KG 1331 1129 6 BANANALEAVES NO 334 10128 7 BANANARAW KG 817 66 8 BEETROOT KG 545 1005 9 BRINJALBIGROUND KG 708 262 10 BRINJALSMALL KG 987 530 11 BRUSSELSPROUTS KG 1 6 12 CABBAGE KG 8373 14808 13 CAPSICUMGREEN KG 2741 6921 14 CARROTLOCAL KG 11964 19378
All of the top cancer centers (Memorial Sloan Kettering, M.D. Anderson, Mayo Clinic, Dana Farber) and local charities Are there other hospitals or cancer centers that you consider are doing well in their fundraising efforts? Memorial Sloan Kettering, Fred Hutch, City of Hope Can you describe your current grateful patient program? Do you have a welcome/conversion series? Is the grateful patient program the same as your acquisition program? Patients receive a mailing within six weeks of discharge. There is a three-part welcome series. This is not the same as acquisition. What kind of patient information can we receive? We are able to share HIPPA compliant information. Do you call or start wealth screening during the hospital visit? No we do not. What is your current mailing frequency and volume per effort for acquisition, renewal, mid-level, and grateful patient? Please see the report analysis overview. The mid-level program is not currently active. To get a better perspective of your programs, can you provide copies of campaign level results for Acquisition, Renewal, Acknowledgement and Mid-Level programs? Please see attached. Do you currently use RFM (recency-frequency-monetary) giving history for your renewal mailing selects or do you model your donors for each mailing? If modeled, do the variables used in the modeling require external data appends? No. What data appends (age, income, etc.) do you already have and use on a regular basis? We have conducted this in the past, but we do not practice this regularly. We do NCOA regularly. Can you provide a demographic profile of your current donor database (geography, age, gender, ethnicity, income, etc.)? Has this profile changed over the past five years? Are you actively pursuing any particular audiences? Historically we do not have very many data points. Do you currently offer premiums (Notepads, labels) front-end or back-end and/or high value premiums (example: Tote bags) in your acquisition, renewal or grateful patient packages?
Location/Management Zone Works Month Parana Ave-Hearle Ave (Zone FS1) Grassy Weed Control Woody Weed Control December, March, June December, March Hearle Ave-Sophia Ave (FS2) Grassy Weed Control Climber/Vine Control Woody Weed Control October October, April November, March Sophia Ave-South end of Gnotuk Car Park (FS3) Grassy Weed Control Woody Weed Control September, January, May March South end of Gnotuk Car Park-Alexandra Ave (FS4) Grassy Weed Control Climber/Vine Control Woody Weed Control October, March, June October, June December Alexandra Ave-The Esplanade (FS5) Grassy Weed Control Climber/Vine Control Woody Weed Control November, February November December, April The Esplanade-Bristol Ave (FS6) Grassy Weed Control Woody Weed Control December, April December Bristol Ave-Kelvin Gve (FS7) Grassy Weed Control Woody Weed Control Climber/Vine Control September, March, June January September Kelvin Gve- The Strand (FS8) Grassy Weed Control Woody Weed Control October, January The Strand-Harding Ave (FS9) Grassy Weed Control Woody Weed Control September, March, June February Harding Ave-The Glade (FS10) Grassy Weed Control Climber/Vine Control Woody Weed Control October, February, April October, May April The Glade-Patterson River (FS11) Grassy Weed Control Climber/Vine Control Woody Weed Control October, February, May October, May February Patterson River-Progress Ave (FS12) Grassy Weed Control Climber/Vine Control Woody Weed Control November, April September, November, May January Progress Ave-Osprey Lane (FS13) Grassy Weed Control Climber/Vine Control Woody Weed Control September, February, May September, May February Note: Only selected areas within a Zone will be sprayed. For exact locations, Contact Jared Megens on 9776 0403. Note: These timeframes are guidelines only, additional weed control may occur in different months as a result of weather conditions and weed outbreaks.
Handout for Teachers Annual Goals The setting of annual is a critical first step in embedding the formative assessment process in student learning. Annual goals for each student include identifying the student’s starting place on the content-area learning progression and his or her expected growth in learning by the end of the school year. The authors of the Common Core have described learning progressions to give teachers a clear “road map” of the expected student progress toward college- and career-ready performance. You will find links to these learning progressions in the attached Resources document. Finding each student’s starting place on each learning progression is a process of comparing the examples of student work on the Common Core website and the Smarter Balanced website to examples of your own students’ work. You can compare grade-level models to identify the level of understanding that each students has accomplished. Based on the identified level of understanding, find the next logical step on the learning progression. A student’s claim-level scores on the summative assessment, along with evidence from student assignments, can be used to validate your estimate of the student’s progress. Zone of Proximal Development (ZPD) The concepts and skills that students have mastered are within their Zone of Proximal Development (ZPD). The next step on the learning progression becomes the starting point for developing learning goals. Using the formative assessment process, the student and teacher clarify the intended learning, using success criteria and model products, and build learning events for the student to build on the knowledge that is already mastered. To develop annual goals, the teacher estimates the progress that the student will make on each learning progression by the end of the school year. For each annual goal, the teacher also prepares model products for the ending point in the learning progression to help explain the annual goal to students and parents. Language Profile Another key piece of information for planning annual goals is the student’s language profile. English language learners need support in the acquisition of competencies in English language arts/literacy (ELA) while still moving forward on the learning progressions in ELA/literacy and mathematics. A student’s language profile describes the student’s prior knowledge in his or her primary language and the types of
and consistently share information about the care a woman has been receiving throughout her pregnancy, while supporting a woman’s involvement in her maternity care. The template has been developed to ensure compatibility with the developing National Patient Controlled Electronic Health Record system, which commenced on 1 July 2012. Existing support mechanisms for women who are required to travel to access appropriate maternity care have been evaluated in many jurisdictions, with some jurisdictions investigating new or expanded support for these women. A key feature of the Plan is the development of a rigorous methodology to assist in the planning of woman-centred maternity services. The National Maternity Services Capability Framework The MSIJC have developed the National Maternity Services Capability Framework which will provide a rigorous methodology to support maternity service planning and risk management improvement in maternity care. The Framework will also assist women and their maternity care professionals to make informed decisions about the most appropriate place for the woman to give birth based on the complexity of her pregnancy. The Framework was developed in consultation with all jurisdictions, the Australian and New Zealand College of Obstetricians and Gynaecologists, the Australian College of Midwives and health planners. Planning tools for rural and remote communities are also being investigated. MSIJC is facilitating a project in conjunction with the University Centre for Rural Health North Coast exploring the opportunity to develop an Australian Rural Birthing Index. SUMMARY The MSIJC will continue to take responsibility to monitor the implementation of the Plan whilst facilitating the implementation of several of the Plan’s initiatives. Under the lead of the MSIJC, an Implementation Plan for the Middle Years has been developed (2012-13). As previously agreed, this implementation plan will be guided by the achievements and progress of the initial year of the Plan and will continue to reflect the importance of maternity care provision and its place within the broader health reform environment. The MSIJC will begin to formulate a plan for the later years (2014-15) as the middle years plan is implemented. In a significantly restrained fiscal health system, jurisdictions will need to be innovative and resourceful to ensure the Plan continues to guide strategic policy and program development for maternity services in Australia.
Geography Wall map. Pin cities studied and found in reading through the year. Physical Education Develop good physical fitness habits. Enjoy sports. Be healthy. Work well with others. Hockey league. Ultimate Frisbee. Flag football. English / Literature American Literature Tie into our history studies. Scarlett Letter and Death Comes for the Archbishop with Dr. Russell. Foreign Language / Latin Take a from Latin and learn a new language. Spanish I with Mrs. Schmitt. Skills for Success. Government / Economics Government this year to couple with American history and literature studies. Econ next year. Government and Politics with Mr. Rivet. Primary documents. Visit state capital. Read editorial page. Volunteer on campaign. Other Programming Introduce to coding (semester). See if it’s something he’s interested in pursuing. Computer Programming 101 with Mr. Ruggiero. Python II and III. Extracurricular Provide fun opportunities for Christian. Pro-Life club. Homeschool support functions.
Data storage, location and security details: SECTION 3: OTHER RESEARCHER DETAILS (Please list full names of all researchers involved in project) 1. 2. 3. 4. 5. 6. SECTION 4: PROJECT STATUS Have there been any deviations from the approved Ethics Protocol? No Yes – if yes, has HREC approved these changes? Yes No – Please provide your relevant report in the box below SECTION 5: Adverse and/or unexpected/harmful effects to research participants. Provide details of any adverse effects and action taken as a consequence, including action to manage and/or minimise the potential for future occurrences. SECTION 6: Details as to reasons why the adverse/harmful effect was not reported immediately to the Ethics and Compliance Officer must be provided
TRIPS Please indicate any trips / tours that you plan on going on next year and the costs associated with each. Please estimate on a cost-per-person basis. Destination Accommodation (£) Food (£) Transport (£) Activity / Instruction (£) No of people Total TOTAL £ EVENTS & OTHER EXPENSES Please indicate all expenses you are likely to incur next year – please include loss-making events here but fundraising events in the income section instead Expense Cost (£)
Scouts - a report was given to the meeting – a copy is attached Brownies - a report was given to the meeting – a copy is attached Playing Field - a report was given to the meeting – a copy is attached. Norman Davis wished thanks to be given on behalf of the Parish Council to all those that help with the Playing Field. Staunton and Corse Academy – a report was given to the meeting – a copy is attached Village Hall Committee - a report was given to the meeting a copy is attached. Public question time The Village Hall were asked about the car park surface being improved, they are looking to get the pot holes filed but any major works will not take place until the roof, inside flooring and other repairs/improvements have been made and money has been raised for the works. There were no further questions. The meeting closed at 8.15 pm.
SCHOOL READINESS FUNDING Annual Plan Section 2: SRF Annual Plan School readiness funding priority area What are the need(s) we have identified in our service? (From the worksheet) What outcome or goal do we seek to address this need? What can we spend our funding on to get to this outcome or goal? (e.g. items from the menu) How will we measure success? (Process/ child/educator) By when? and Annual Review Notes (language
Item Action Evidence/Outcome Evaluation (e.g. did it work, what further actions are you to take) 1 2 3 4 Section 8 Employability, placements and work based learning Accreditation reports and visits received during the year – commendation, successes, trends and areas requiring action. Please refer to DLHE results in your evidence. Item Focus Evidence Evaluation (e.g. did it work, what further actions are you going to take) 1 2 3 4 Section 9 Curriculum Development and Learning Support Evaluation of the continuing effectiveness, currency and validity of the curriculum and of assessment in relation to the intended learning outcomes of the programme. This will include the provision of learning support and learning resources. Please cross reference to previous sections as appropriate Item Action Evidence/Outcome Evaluation (e.g. did it work, what further actions are you going to take) 1 2