Vision Zero Year 6 Report
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The School Curriculum and Sats in England: Reforms Since 2010
BRIEFING PAPER Number 06798, 26 February 2016 The school curriculum By Nerys Roberts and SATs in England: Reforms since 2010 PHOTO REDACTED DUE TO THIRD PARTY RIGHTS OR OTHER LEGAL ISSUES Inside: 1. Overview: the school curriculum in England 2. Background to the national curriculum review in 2011 onwards 3. Reforms to the national curriculum tests (SATs) and the way pupils are assessed Annex: development of the National Curriculum www.parliament.uk/commons-library | intranet.parliament.uk/commons-library | [email protected] | @commonslibrary Number 06798, 26 February 2016 2 Contents Summary 3 What do schools in England have to teach? 3 Changes to the national curriculum from September 2014 3 1. Overview: the school curriculum in England 4 1.1 Maintained schools 4 Statutory requirements for the curriculum at maintained English schools 4 The four key stages of the national curriculum 5 Programmes of study 5 Withdrawing children from particular subjects 5 1.2 Curriculum at academies and free schools 5 1.3 School curricula in Scotland, Wales and Northern Ireland 6 1.4 What subjects are currently included in the English national curriculum? 7 2. Background to the national curriculum review in 2011 onwards 8 2.1 Reaction to the June 2012 proposals 8 2.2 Further consultation on programmes of study: February and July 2013 9 2.3 July 2013 – second formal consultation 10 2.4 First final curriculum documents published in September 2013 10 2.5 Reform to GCSEs, AS and A Levels 11 3. Reforms to the national curriculum tests (SATs) and the way pupils -
One Traffic Death Is Too Many
one traffic death is too many 2018–2023 Vision Zero Action Plan EUGENE VISION ZERO THIS PAGE INTENTIONALLY LEFT BLANK ii EUGENE VISION ZERO Acknowledgments Better Eugene-Springfield Transportation (BEST) Task Force Members Technical Advisory Committee Members Chris Ellison Kurt Corey Sarah Mazze Steve Dobrinich 4J Eugene School District Mark Schoening* 4J Eugene School District Lane Council of City of Eugene Governments Carmel Snyder Public Works Bob Beals Tilford (Ray) Snyder* Bethel School District Ellen Currier AARP Oregon Brian Johnson Lane Council of Lane County JoAnna Kamppi Governments Marina Hajek Public Health City of Eugene, Fire and Advocate for Safe Streets Emergency Management Becky Taylor David Reesor Services Lane County Pat McGillivray Lane County Bethel School District Public Works James Hadley Kelly Hoell City of Eugene Lane Transit District Rob Zako Eugene Organ Police Department Michele O’Leary* Erycka Organ* Jake McCallum Better Eugene-Springfield Lane Independent Shawn Marsh Lane Transit District Transportation (BEST) Living Alliance City of Eugene Police Department Theresa Brand Kelsey Moore Carl Yeh Point2Point Solutions at City of Eugene AJ Jackson* Sean McGann Lane Transit District Active Transportation Lane Transit District (LTD) City of Eugene Committee Police Department Nicole Charlson Bill Johnston Oregon Department of Joe Zaludek Oregon Department of Matt Rodrigues Transportation City of Eugene, Fire and Transportation (ODOT) City of Eugene Emergency Medical Public Works Cheri Kimball Services Department -
Year Five and Six Parents' Curriculum Meeting
St Joan of Arc RC Primary Year Two and Three Parents’ Curriculum Meeting F R I D A Y 4 TH OCTOBER Aims of the meeting Give you a better understanding of your child’s learning this term Share our aims Help parents/carers to feel empowered to support their children Give you the opportunity to ask questions Introductions Miss Newman– Year 2 and 3 lead. Behaviour lead Supporting classroom teachers Developing good classroom practice Monitoring pupil progress Part of the English and PE teams Homework - Reading At least 10-20 minutes daily in Year Two, and at least 20 minutes daily in Year Three. Signed reading record (comments are really helpful) Discussion about the text Sounding out and applying phonic knowledge Reading around the word Checking for understanding Predicting Inference and deduction Intonation and expression Comprehension cards Reading Records National Curriculum statements at front Signed off by teacher during guided reading Comment in book only if child not meet the statement in the lesson Ideas for home reading in the middle Homework - Reading Roy had waited a long time but nothing was happening. Then suddenly the line jerked. In his excitement he tripped over my bag and fell head first into the water. a. What was Roy doing before he fell? b. Why did he become excited? Homework - Reading By the time we reached the small village the sun was going down. After so long on the road we were glad to be able to take off our boots and rub our sore feet. a. What time of the day was it? b. -
Vision Zero 2.0 - Road Safety Plan Update
IE6.8 REPORT FOR ACTION Vision Zero 2.0 - Road Safety Plan Update Date: June 13, 2019 To: Infrastructure and Environment Committee From: General Manager, Transportation Services and General Manager, Solid Waste Management Services Wards: All SUMMARY With a renewed commitment to the safe systems approach, this report presents the City of Toronto's update to the Vision Zero Road Safety Plan ("RSP") (2016) - Vision Zero 2.0.While the 2016 RSP included a larger set of mostly shorter term improvements, Vision Zero 2.0 recommends a set of more extensive, more proactive and more targeted initiatives, informed by data and aimed at eliminating serious injury and fatalities on Toronto's roads. While the number of serious injury collisions have remained relatively steady over the past decade, the number of fatal collisions in the past 5 years has seen a general increase compared to the previous 5 years. The upward trend is most notably seen in pedestrian fatalities. Compared to 2016, the year with a ten-year record high of 78 traffic fatalities, the number of fatalities in the past two years appears to have begun to decline. However, no loss of life as a result of traffic collisions is acceptable in a Vision Zero approach, and addressing road safety continues to be a priority for residents, elected officials and staff. The Vision Zero philosophy is a significant departure from the traditional approach to road safety. This transformative change will take several years to fully establish. As Vision Zero solutions are planned and implemented, there are circumstances when decisions to improve road safety may result in outcomes at odds with other objectives like reducing motor vehicle delay. -
Texans Getting Academically Prepared (Tgap)
TEXANS GETTING ACADEMICALLY PREPARED (TGAP) Year Six Evaluation Report September 2004 – August 2005 March 2006 Prepared for Texas Education Agency By Texas Center for Educational Research Center for Public Policy at the University of Houston TEXANS GETTING ACADEMICALLY PREPARED (TGAP) Year Six Evaluation Report September 2004 – August 2005 March 2006 Prepared for Texas Education Agency Prepared By Texas Center for Educational Research Center for Public Policy at the University of Houston ©Texas Center for Educational Research Credits Texas Center for Educational Research Contributing Authors The Texas Center for Educational Research Texas Center for Educational Research (TCER) conducts and communicates nonpartisan Kelly Shapley, Ph.D. research on education issues to serve as an Keith Sturges, MAA independent resource for those who make, Daniel Sheehan, Ed.D. influence, or implement education policy in Texas. A 15-member board of trustees governs the Center for Public Policy research center, including appointments from the at the University of Houston Texas Association of School Boards, Texas Gregory R. Weiher Association of School Administrators, and State Christina Hughes Board of Education. Joseph Howard For additional information about TCER research, please contact: Prepared for Kelly S. Shapley, Director Texas Center for Educational Research Texas Education Agency 12007 Research Blvd. 1701 N. Congress Avenue P.O. Box 679002 Austin, Texas 78701-1494 Austin, Texas 78767-9002 Phone: 512-463-9734 Phone: 512-467-3632 or 800-580-8237 Fax: 512-467-3658 Research Funded by Reports are available on the TCER Web Site at www.tcer.org Texas Education Agency Texans Getting Academically Prepared (TGAP) Year Six Executive Summary..................................................................................................................... -
(SSOG): Year Five Report
Nevada System of Higher Education Silver State Opportunity Grant (SSOG) Year 5 Report January 29, 2021 THE NEVADA SYSTEM OF HIGHER EDUCATION Board of Regents Dr. Mark W. Doubrava, Chair Mrs. Carol Del Carlo, Vice Chair Mr. Joseph C. Arrascada Mr. Patrick J. Boylan Mr. Byron Brooks Dr. Patrick R. Carter Ms. Amy J. Carvalho Dr. Jason Geddes Mrs. Cathy McAdoo Mr. Donald Sylvantee McMichael Sr. Mr. John T. Moran Ms. Laura E. Perkins Dr. Lois Tarkanian Officers of the Nevada System of Higher Education Dr. Melody Rose, Chancellor Dr. Keith Whitfield, President Mr. Brian Sandoval, President University of Nevada, Las Vegas University of Nevada, Reno Mr. Bart J. Patterson, President Dr. Federico Zaragoza, President Nevada State College College of Southern Nevada Ms. Joyce M. Helens, President Dr. Karin M. Hilgersom, President Great Basin College Truckee Meadows Community College Dr. Vincent R. Solis, President Dr. Kumud Acharya, President Western Nevada College Desert Research Institute 2 The Silver State Opportunity Grant Program Contents EXECUTIVE SUMMARY .................................................................................................................................................. 4 BACKGROUND ................................................................................................................................................................. 6 ELIGIBILITY ........................................................................................................................................................................ -
Guide to Developing a Vision Zero Plan August, 2020
Guide to Developing a Vision Zero Plan August, 2020 Seth LaJeunesse Rebecca B. Naumann Laura Sandt Camden Spade Kelly R.Evenson University of North Carolina, Chapel Hill U.S. DOT DISCLAIMER The contents of this report reflect the views of the authors, who are responsible for the facts and the accuracy of the information presented herein. This document is disseminated in the interest of information exchange. The report is funded, partially or entirely, by a grant from the U.S. Department of Transportation’s University Transportation Centers Program. However, the U.S. Government assumes no liability for the contents or use thereof. ACKNOWLEDGMENT OF SPONSORSHIP This project was supported by the Collaborative Sciences Center for Road Safety, www.roadsafety.unc.edu, a U.S. Department of Transportation National University Transportation Center promoting safety. To reference this guide, please use the following citation: Seth LaJeunesse, Rebecca B. Naumann, Laura Sandt, Camden Spade and Kelly R.Evenson Guide to Developing a Vision Zero Plan. (2020). Collaborative Sciences Center for Road Safety; project R17. https://www.roadsafety.unc.edu/research/projects/2018r17. We gratefully acknowledge the input of the following reviewers on earlier drafts of this guide (in alphabetical order): Carmen Cuthbertson, Mark Ezzell, Paula Flores, Stephen Heiny, Wes Kumfer, Anne Phillips, Samantha Schlisky, Leah Shahum, and Libby Thomas. We also thank those who copy edited the document and assisted with referencing (in alphabetical order): M. Clay Barnes, Kristin Blank, and Kari Hancock. The Guide is dedicated to Madison DeVries who made important behind-the-scenes contributions to this guide. Table of Contents Introduction. -
Road Safety Fundamentals: Concepts, Strategies
Road Safety Fundamentals Concepts, Strategies, and Practices that Reduce Fatalities and Injuries on the Road Notice This document is disseminated under the sponsorship of the U.S. Department of Transportation (USDOT) in the interest of information exchange. The U.S. Government assumes no liability for the use of the information contained in this document. The U.S. Government does not endorse products or manufacturers. Trademarks or manufacturers’ names appear in this report only because they are considered essential to the objective of the document. Quality Assurance Statement The Federal Highway Administration (FHWA) provides high-quality information to serve Government, industry, and the public in a manner that promotes public understanding. Standards and policies are used to ensure and maximize the quality, objectivity, utility, and integrity of its information. FHWA periodically reviews quality issues and adjusts its programs and processes to ensure continuous quality improvement. This document can be downloaded for free in full or by individual unit at: https://rspcb.safety.fhwa.dot.gov/rsf/ 1. Report No. 2. Government Accession No. 3. Recipient’s Catalog No. FHWA-SA-18-003 4. Title and Subtitle 5. Report Date Road Safety Fundamentals: November 2017 Concepts, Strategies, and Practices that Reduce Fatalities and Injuries on the Road 7. Author(s) 6. Performing Organization Code Lead Editor: Daniel Carter, P.E., Senior Research Associate Unit Authors: 8. Performing Organization Report No. Unit 1: Dan Gelinne, Program Coordinator, UNC Highway Safety Research Center Unit 2: Bevan Kirley, Research Associate, UNC Highway Safety Research 9. Performing Organization Name Center and Address Unit 3: Carl Sundstrom, P.E., Research Associate, UNC Highway Safety University of North Carolina, Research Center Highway Safety Research Center Unit 4: Raghavan Srinivasan, Ph.D., Senior Transportation Research Engineer; Daniel Carter 10. -
February 2021
FEBRUARY 2021 Captain's Message The Primary Message for Super Bowl 55, currently scheduled to be held on February 7, 2021, is “Fans Don’t Let Fans Drive Drunk.” It is estimated that two out of every three of the approximate 200 million drivers on America’s roadways drink alcoholic beverages at one time or another before driving. When there is a special event to celebrate, such as the Super Bowl, some people consume alcoholic beverages much more frequently. Even one drink, especially on a nearly empty stomach, can cause a driver to become dangerous. Remember to be cautious of possible DUI drivers on the roadway and don’t drink and drive. Vision Zero is a ten-year-long traffic safety program that strives to eliminate fatal and severe injury traffic collisions by the Year 2025. Vision Zero was implemented here in Los Angeles in the Year 2015. West Traffic Division’s partnership with the community to decrease traffic-related deaths and injuries through education, enforcement, and special programs will help us achieve Vision Zero goals. Community forums, sobriety checkpoints, the Hit and Run Rewards Program, and student education via “LA Street Smarts,” are a few of the strategies in use as part of this safety campaign. A newly developed “Preventative Collision Tool” will be available to bicyclists via the Vision Zero website. A similar “Preventative Collision Tool” specific to pedestrian safety issues will also be available. Pedestrian Safety: The following California Vehicle Code (CVC) sections will be the focus for enforcing WTD’s child and pedestrian safety message. Following these Codes will help you and your loved ones arrive safely. -
Tobbelltransition.Pdf
University of Huddersfield Repository Tobbell, Jane Transition from primary to secondary school: a case study from the United Kingdom Original Citation Tobbell, Jane (2014) Transition from primary to secondary school: a case study from the United Kingdom. In: Facetten von Übergängen im Bildungssystem Nationale und internationale Ergebnisse empirischer Forschun. Waxmann, Münster, Germany, pp. 251-264. ISBN 978-3-8309-3063-1 This version is available at http://eprints.hud.ac.uk/id/eprint/21064/ The University Repository is a digital collection of the research output of the University, available on Open Access. Copyright and Moral Rights for the items on this site are retained by the individual author and/or other copyright owners. Users may access full items free of charge; copies of full text items generally can be reproduced, displayed or performed and given to third parties in any format or medium for personal research or study, educational or not-for-profit purposes without prior permission or charge, provided: • The authors, title and full bibliographic details is credited in any copy; • A hyperlink and/or URL is included for the original metadata page; and • The content is not changed in any way. For more information, including our policy and submission procedure, please contact the Repository Team at: [email protected]. http://eprints.hud.ac.uk/ Tobbell, J. (2014) The Transition from Primary to Secondary School: a case study from the United Kingdom in Liegmann, A.B., Mammes, I. and Racherbäumer, K. eds (2014) Facetten von Übergängen im Bildungssystem:Nationale und internationale Ergebnisse empirischer Forschung, Waxmann:Münster ISBN 978-3-8309-3063- Transition from primary to secondary school: a case study from the United Kingdom This chapter presents ethnographic research from a project which followed children in a UK primary school in their final year (referred to as year six, children are 10 and 11 years old) in primary school to their first year in secondary school (referred to as year seven, children are 11 and 12 years old). -
What Happened the Six Dimensions Project Report 2018 Nick Allen
What Happened The Six Dimensions Project Report 2018 Nick Allen June 2018 SFCA works to lead and support a thriving and sustainable Sixth Form College sector by being an effective advocate, adviser and information provider for members and a reliable and authoritative source of insight, data and expertise for policy-makers and opinion-formers. For more information about this report please contact Vanessa Donhowe: Sixth Form Colleges Association 8th Floor 50 Broadway London SW1H 0RG 020 3824 0468 [email protected] sixthformcolleges.org © Sixth Form Colleges Association What Happened The Six Dimensions Project Report 2018 Contents Chapter One: Known Knowns, Known Unknowns and Unknown Unknowns Revisited Chapter Two: Retention on Two Year A level Courses Chapter Three: Performance in Linear A levels in Sixth Form Colleges Chapter Four: The Quality of Equality Chapter Five: The Gender Agenda Chapter Six: Programmes of Study and Patterns of Enrolment Appendix One: Understanding Six Dimensions Reports Introduction In the autumn of 2017, What Happened, Hillary Clinton’s account of the 2016 election campaign was published. It had a rather good and deliberately ambiguous title, interpretable in whole range of ways. From a gentle, enquiring ‘so what happened’, to a forensically analytical ‘what happened?’, through to a raging primal scream of ‘what happened?’. In Hilary’s case, Trump happened, and the interpretation of how that happened will keep psephologists busy for some time. Last year, something significant happened to us. It may not have been Trump sized, but nevertheless, the conclusion of the first round of A level reform represents a fundamental shift in the landscape, and understanding and navigating this shift represents a vital challenge for colleges. -
2019-Bond-Offering-Series-A-B and C
NEW ISSUES – BOOK ENTRY ONLY Moody’s: Aaa ® Fitch: AAA (See “Ratings” herein) $222,845,000 BATTERY PARK CITY AUTHORITY Senior Revenue Bonds $72,765,000 $146,510,000 $3,570,000 Senior Revenue Bonds Senior Revenue Bonds Senior Revenue Bonds Series 2019A Series 2019B Series 2019C (Federally Taxable) (Sustainability Bonds) (Sustainability Bonds) Dated: Date of Delivery Due: As set forth on the inside cover Purpose The proceeds of the above captioned bonds (the “Series 2019 Senior Bonds”), together with other moneys of the Battery Park City Authority, doing business as Hugh L. Carey Battery Park City Authority (the “Authority”), will be used: (1) to provide for ongoing infrastructure and other capital improvements in Battery Park City; (2) to refund certain outstanding indebtedness of the Authority; and (3) to pay costs of issuance of the Series 2019 Senior Bonds. Designation as The Authority has designated the Series 2019A Senior Bonds and the Series 2019C Senior Bonds as “Sustainability Sustainability Bonds Bonds.” See “PLAN OF FINANCE – BPCA Sustainability Bond Framework; Designation of the Series 2019A and Series 2019C Senior Bonds as Sustainability Bonds” herein, Tax Exemption In the opinion of Hawkins Delafield & Wood LLP, Bond Counsel to the Authority, under existing statutes and court decisions and assuming continuing compliance with certain tax covenants described herein, (i) interest on the Series 2019A Senior Bonds and the Series 2019B Senior Bonds is excluded from gross income for Federal income tax purposes pursuant to Section 103 of the Internal Revenue Code of 1986, as amended (the “Code”), and (ii) interest on the Series 2019A Senior Bonds and the Series 2019B Senior Bonds is not treated as a preference item in calculating the alternative minimum tax under the Code.