REF Clause Samples
The REF (Reference) clause establishes a system for identifying and cross-referencing specific sections, documents, or provisions within a contract or related agreements. In practice, this clause ensures that when a particular term, schedule, or external document is mentioned, it is clearly and unambiguously linked to its precise location or definition, often through numbering or defined terms. By providing a standardized method for referencing, the REF clause helps prevent confusion and disputes over interpretation, ensuring all parties can easily locate and understand the relevant contractual provisions.
REF. NO.: BENEFICIARY’S REFERENCE NUMBER, IF ANY.
REF. NO. INSERT YOUR REFERENCE NUMBER IF ANY.
REF. The City of Alameda, its City Council, boards and commissions, officers & employees are additional insured for work done on their behalf by the named insured.
REF to school on regulations including: School Admissions Code, School Admission Appeals Code and all statutory instruments relating to admissions. P2 Co-ordination of drafting, and consultation on, school’s own admissions policy between October and March. P3 Communication with parents of time to apply/how to apply including via: letters to parents of transfer group children, social media, local press and the Families Information Service. P4 Production of the annual Parents’ Guide, to include your school’s up-to-date details. P5 Open Evening promotion (e.g. social media) and attendance by a member of the Schools Admissions Service. P6 Signposting and advice for unsuccessful applicants/right to appeal. P7 Advice on admission authority responsibility e.g. early and deferred transfers. P8 Application screening including: LAC/former LAC status, address verification, catchment status/nearest school/linked feeder school status, sibling connection, distance measurements (straight line home to school) , rank ordering of applications according to oversubscription criteria, and late and non-applicant notifications. P9 Data analysis: data on known children, preference and allocation statistics, allocated pupils by current base/contact details for applicants, and bespoke analysis of data held. C1 Provide information within specified timescales for inclusion in the annual Parents’ Guide. C2 Assist and facilitate the promotion of admissions application information and guidance to parents e.g. via pupil post, text messaging, social media and so on. C3 Hosting School Admissions Service presence at Open Evenings. C4 Submission of a draft admissions policy to the School Admissions Service within specified timescales. C5 Confirmation and return of the proposed rank ordering of applicants according to the school’s own policy by agreed deadlines. C6 Identify and notify the School Admissions Service of any discrepancies or anomalies in applicant information. C7 Consider Review applicants and rank ordering of waiting lists within specified timescales. C8 Submit comprehensive appeals statements and supporting information in response to appeal applications and within specified timescales. C9 To attend plenary appeals sessions when requested in support of the presenting officer. available Agreed days as per delivery schedule Service operating hours Monday to Friday 08:45 – 17:00 Contact name ▇▇▇▇▇ ▇▇▇▇▇▇▇ Role School Admissions Manager Telephone ▇▇▇▇▇ ▇▇▇▇▇▇ Email ▇▇▇▇▇.▇▇▇▇▇▇▇@▇▇▇▇▇▇▇...
REF. Policy 8045) The goal of the Instructional Leadership Team (ILT) shall be to move the school to higher academic standards. The district has a Board-approved Comprehensive School Improvement Plan (CSIP) guided by the mission statement and based on the district's fundamental beliefs about teaching and learning. The District CSIP is developed through the combined efforts of Board members, staff, administrators, students, parents/guardians, community members, and the Association President or designee. The District CSIP is ongoing and evaluated on an annual basis. Goals and objectives are provided in detail to direct improvement efforts to the district for at least a five-year period. Each school shall have a Building CSIP, which is aligned with the District CSIP. The Building CSIP consists of clearly defined goals, outcomes, and action plans to accomplish improvement efforts in the area of student learning, assessment, and high quality professional development. Spending of district, federal, and any additional funds supplied to a building to support the building CSIP for professional development or instructional resources will go before the building ILT for discussion. In the case of federal funds, a quarterly stakeholder consultation (to include ILT representatives, teachers, principals, administrators, appropriate school personnel, and parents) will occur to review data, update building plans and discuss professional development and/or instructional resources. Spending of approved monetary resources should be identified and in compliance with district policies and procedures. PLCs, grade level or subject area teams may choose to develop a plan to support building CSIP/SMART goals. The Building CSIP will be developed by the ILT, which includes the district professional development committee representative, grade level or content area representatives, and administrators. At least 50% of the committee shall be elected by the faculty and the remainder shall be appointed by the building administrator. A chairperson for the Instructional Leadership Team shall be a teacher elected by the Instructional Leadership Team committee members. The ILT shall meet at least monthly during the school year to review progress toward meeting goals of the Building CSIP. The meetings shall not be held concurrently with other building-level meetings. Agendas and minutes should be kept and communicated to the staff via e-mail in a timely manner. The committee can appoint a task force...
REF not attached hereto but known to both parties;
REF. Clause 5)
REF. Our preparations for the 2014 REF are progressing under the leadership of the Vice‐Principal (Research) and Research Committee. Whilst our approach to the submission is selective to align with our areas of strength, equality and diversity forma key focus of our REF strategy and is enshrined in our Code of Practice.
REF. P1 Provide a wide range of centre and school-based development opportunities that are up-to-date, relevant and delivered by well-qualified and experienced subject/aspect professionals. P2 The service cannot guarantee to run an EIS/ UCS centre-based course with less than 7 delegates. If a course has to be cancelled due to low delegate numbers, the service, where possible, will provide a minimum of 10 working days’ notice of the cancellation. Alternative options to receive the development at no extra cost will be considered and if this isn’t possible the school will be refunded. P3 Refreshments will be available on arrival and during breaks on EIS/ UCS centre-based training courses for all delegates who have reserved a place. Lunch will be provided on all full day training courses. P4 The service reserves the right to prevent delegates from taking part in any EIS/ UCS centre-based course for which they have not booked a place, in particular those that are oversubscribed. This especially applies where there are health and safety limits at the training venue. P5 In the event that a course is oversubscribed, the service will place delegates on a waiting list and wherever possible – provided delegate numbers are sufficient, the course leader is available and a training venue can be found – will diary a repeat course. P6 Any changes to advertised centre-based courses – e.g. date, time, venue - will be communicated to all delegates who have booked a place. P7 Payment (credit/ PAYG) will be taken at point of booking. P8 Where the service is unable to provide the necessary specialist development skills from within the EIS/ UCS team it will seek to broker the provision on behalf of a school or group of schools. P9 Headteacher performance management sessions can be booked to take place between the beginning of July through to the end of the autumn term. Sessions for schools in local authority medium and high support categories will be provided in most instances and subject to capacity by the school’s School Improvement Adviser (SIA). For other schools the sessions may not be delivered by the school’s SIA but will be provided by other experienced staff from within the service team or brokered from Shropshire’s pool of Associates. C1 Courses can be booked right up to the day before the centre-based course. However, customers should ensure places are booked at the earliest opportunity as initial decisions are made on the viability of running a course 3 weeks ahead of the...
REF paragraph 11 of Lease, the time during which Lessor may exhibit premises to prospective tenants shall be changed from the last 90 days of the Lease to the last 12 months of the Lease.