zilongwang/ReadingBank huggingface dataset:
Link R+ (bus bucks) to precision statement (wanting to sit in back rows of bus) Tier I / Primary Level of Support Social and Academic Performance & System Evaluation and Student Outcome Guidelines Used for monitoring system implementation & effectiveness of school wide academic and social performance Target (Goal)/Review Cycle Questions to Answer per plan/goal Behavior Monthly review Fidelity Are systems of support in place and being implemented as planned? Aim for 70% implementation fidelity (e.g., TFI-I review quarterly, staff reporting 80% implementation fidelity/ review monthly, students/families/ community members’ input/ review annually) Current Levels How many months are problem levels at or below the national median or expected for each grade? Aim for 8 of 10 months to be at or below the national median across a school year/review monthly Trends Is a gradual increase or decrease in problem levels across a 4-month period of time? Aim for consistent and/or decrease in problem levels across time and levels/ review monthly Are peaks in problem levels or dips in academic data that are 15-20% higher/lower? Aim for consistent and/or decrease in problem levels across time and levels/review monthly Student Proportions Are Tier I interventions working for 80-85% of students? What percentage of students are receiving Tier II and Tier III supports? Aim for 85% of students having no more than one major ODR across time and grade levels/review monthly
Tier 2 Problem Solving & Action Planning Possible items: fidelity, intervention/function mismatch, modifications needed, student meets criteria for fading/graduation Possible decisions: meet with teacher, change intervention, conduct FBA, fade to fewer check-in periods, exit intervention Tier 2 Interventions: C=CICO HC=Homework Club Rx2=Double Reading BrBetter= Breaks are Better Student Initials/ID Grade IEP Y/N Precise Problem & Current Levels Problems: Include Who, what, where, when, why, & how often Response Actions & Next Steps Identify current intervention(s) Who? By When? Goal & Timeline Fidelity of Implementation Outcomes/Updates D.B. K N defiance at the beginning of class is escalating & seems to be related to peer and adult attention during whole group instruction Begin CICO JB 1/16 Start with 70% possible points 75% of days by 3/1 Mr. D. to check in with teachers and report at next week’s mtg (2/17) 2 Major ODRs in past two weeks 4 Major ODRs in past month L.H. 6 N In app. Lang. in common area; before, during and school, related to peer attention. Started CICO 1/5 Continue CICO 3/1 Start with 70% possible points 75% of days by 3/1 Mr. D. to check in with teachers and report at next week’s mtg (2/17) Has met goal 4 of 5 days, no ODRs or minors New Referrals to Tier 2 Supports Possible sources: SWIS data, teacher nomination, Request for Assistance form Standard procedure: Referral, assessment, determination within 48 hours, parent/student notification, parent/student introduction, begin CICO Student Grade IEP Y/N Referral Date Referral source & relevant information Response Actions & Next Steps Who? By When? Goal & Timeline DJ 5 N 1/14 ODRs Inappropriate language in hallways during transitions to get peer and adult atten Start CICO Mr. D. 1/16 6 weeks minimum on CICO 80% of points 80% of time for 3 weeks
Communication Plan Related to the progress and decisions identified during the meeting Provide update on student proportions and % of students meeting goals to all staff Katie 1/19 CICO Trading Post New schedule working Continue Plan Appreciate and update staff Rhonda 1/15 Anne Social Skills Group Has three groups a day Students attend a 10 day sequence Student nominations come from Tier I team, grade level team or teacher requests Provide Summary report of student progress Anne 1/28 Evaluation of Team Meeting (Mark your ratings with an “X”) Our Rating Yes So-So No 1. Was today’s meeting a good use of our time? X 2. In general, did we do a good job of tracking whether we are completing the tasks we agreed upon at previous meetings? X 3. In general, have we done a good job of actually completing the tasks we agreed upon at previous meetings? X 4. In general, are the completed tasks having the desired effects on student behavior? X
Student Initials/ID Grade IEP Y/N Precise Problem & Current Levels Problems: Include Who, what, where, when, why, & how often Response Actions & Next Steps Identify current intervention(s) Who? By When? Goal & Timeline Fidelity of Implementation Outcomes/Updates D.J. 5 N In app. Lang, during transitions to get peer and adult attention Current goal: 70% possible points daily 75% of days 4 days/wk 3/1 CICO continue J.B. 3/1/16 80% poss. pts daily, 75% of days 4 days/wk 4/1/16 Mr. D. to check in with teachers and report at next week’s mtg (2/17) Earned points 70% 4 of 6 days ODRs= 1 Attendance: 4 days absent of 10 due to illness
JP He has met his new goal one day of the past 5 days & has 2 minors & 2 major ODRs; CICO-BrB has not been working Reading problems are occurring as well Support needs are crossing the threshold for Tier II; refer Create SST See below…. SD report at 2/11 mtg on progress Update next meeting Mr. D reports that CICO + BrB has been implemented with fidelity 2 Majors & 2 Minors for defiance in the classroom
Student Initials/ID Teacher IEP Y/N Referral Date Referral Source & Relevant Information Response Actions & Next Steps Who? By When? Goal & Timeline Fidelity of Implementation Outcomes/ Updates JP 4 Jenkins N 2/3 JP: See Tier 2 notes above. Create an RGS Student Support Team, initiate the process for completing a FBA & BSP. 2/10 Install Tier III supports w/in 2 & as defined in BSP TBD TBD Organization & Housekeeping Items Information for Team, or Issue for Team to Address Discussion/Decision/Task (if applicable) Who? By When? Communication Plan Related to the progress and decisions identified during the meeting Provide update on student proportions and % of students meeting goals to all staff Katie 2/5 CICO Booster CICO Booster at all-staff (take attendance) Set up fidelity self-reporting scale in break room and request staff members to daily indicate level of implementation (or N/A) Anne 2/9 2/4 Homework Club update Add homework club table option at breakfast for students who come early & don’t need breakfast Rhonda 2/11 Team Roles for next year Need primary and backups for roles. Backups this year are positioned for primary role. Need to recruit back ups for next year Rhonda 3/1 Evaluation of Team Meeting (Mark your ratings with an “X”) Our Rating Yes So-So No 1. Was today’s meeting a good use of our time? X 2. In general, did we do a good job of tracking whether we are completing the tasks we agreed upon at previous meetings? X 3. In general, have we done a good job of actually completing the tasks we agreed upon at previous meetings? X 4. In general, are the completed tasks having the desired effects on student behavior? X
Tier One Core Components (Otten, 2016) Core Component Indicators Common Purpose and Approach Common language Consistent agreements, procedures, and routines Proactive and preventative philosophy Desired behavior directly taught both proactively and ongoing (triage, redirect, and processing) within a positive relationship interaction Focus more on positives than negatives General consensus about when students leave instruction Objective data regularly collected and analyzed Focus on team problem solving-no blame and no excuses Willingness to be open to the process and constructive feedback Administrative Leadership Lead the setting of school expectations and development of procedures and routines Build consensus among entire staff Lead the team through the decision making and paperwork process Delegate responsibilities as appropriate Provide accountability Allocate resources for implementation Promote appropriate staff utilization Attend and actively participate in team meetings Support ongoing professional development Model inclusion and support rather than just evaluation Be willing to outside the box to obtain needed resources Be willing to seek outside support when needed Model/lead a “we will try” attitude vs. a “have YOU done. . . “ Positively Stated Agreements, Procedure and Routines 3 to 5 general schoolwide agreements that are all inclusive down into matrix for each area (classroom, cafeteria, hallway) so there is no confusion or argument POSITIVELY-What do you want them to DO! Most visually in multiple places to remind and for easy reference Each classroom can have unique matrix but should use the schoolwide general agreements Add to as situations arise that are not clear Explicitly Taught Agreements, Procedures and Routines Teach through active student engagement-not just lecture Define by breaking into steps Describe what it looks and sounds like Give a rationale about why it is important Model Provide guided practice Give specific feedback Reinforce frequently at the beginning Shift reinforcement to random or unpredictable to promote maintenance Review, reteach, and practice with booster sessions as needed Environmental Design Room Arrangement Easy flow of movement All students can be monitored at all times Areas for teacher directed group lessons, collaboration, differentiated instruction, independent work, and private cool off space Separation between quiet and noisier areas Materials stored where can be conveniently accessed near where they will be used Scheduling
Data We brainstormed as a team the possible context/setting events, antecedents, behaviors, consequences, and student responses. Here is Scout’s list generated by the team. Time End Time Context/ Setting Event Antecedent Behavior Consequence Student Response A Group Time A Transition A Throwing Objects A Consequences A Group Time B Individual Work B Choice given B Disruptive Outburst B Choice B Individual Work C Reading C Redirection C Horseplay C Redirection C Reading D Math D Instruction directive D Discussion D Math E Spelling E New task E Personal space given E Spelling F Social Studies F Routine task F Changed activity F Social Studies G Science G Physical prompts G Peer attention G Science H Free Choice H Teacher attention to others H Verbal reprimand H Free Choice I Lunch I Told “NO” I Physical prompt I J Outside J Close proximity J Time out J Outside K K Interaction with others K The team then collected data for ten days. Anyone who worked with Scout collected data for the time she was in their view. All of this data was then compiled for a true picture of Scout’s days. Name: _______________________________________ Person filling out: _______ Data Collection Form: Date:__________________ Day of the Week: ______________ Start Time End Time Context/ Setting Event Antecedent Behavior Consequence Student Response A Time A Transition A Throwing Objects A Consequences A Stopped B Individual Work B Choice given B Disruptive Outburst B Choice B Continued C Reading C Redirection C Horseplay C Redirection C Intensified
D Math D Instruction directive D Discussion E Spelling E New task E Personal space given F Social Studies F Routine task F Changed activity G Science G Physical prompts G Peer attention H Free Choice H Teacher attention to others H Verbal reprimand I I Told “NO” I Physical prompt J Outside J proximity J Time out K K Interaction with others Start Time End Time Context Setting Antecedent Behavior Consequence Reaction So here is Scout’s 10 days of Data: Readers- you will read letters to recorders from these next forms. May 1, 2014 Thursday Time Start Time End Context (Setting) Antecedent Behavior Consequence Student Behavior 8:30 8:59 A A B B B
Now we will look at antecedents paired with each behavior: ANTECEDENTS LETTER Throwing objects A Disruptive outbursts B Horseplay C Transition A Choice given B Redirection C Instruction directive D New task E Routine task F Physical prompts G Teacher attention to others H Told “NO” I Close proximity J Interaction with others K
Triple T-Triple R Chart for Behavioral Intervention Planning: Student Name: ___________________________________________ Date:________________________ Trigger Target impacT Revise the Environment Replace the Behavior Reframe the Response
Tier 2 involves supplemental interventions that are provided with an increased of intensity in addition to core instruction for small groups of students who show some risk of not meeting grade level standards. Tier 2 interventions usually involve additional practice and skill building. Purpose: To assess the extent to which a district or school team has agreed upon written decision rules for use in their RTI/MTSS system. Directions: Indicate to what extent your team has written decision rules for each item, with 1= not evident to 5= very evident. Decision Rules Checklist Not Evident Somewhat Evident Very Evident Notes / How do you know? Decision rules for WHO receives a Tier 2 intervention: What assessment(s) will be considered for determining which students are at some risk (Tier 2) 1 2 3 4 5 What score/level of performance on this/these assessment(s) will result in Tier 2 consideration 1 2 3 4 5 If multiple assessments are being used, what combination of results will we consider to be “at some risk” (Tier 2) 1 2 3 4 5 Decision rule for determining which students need less or more support 1 2 3 4 5 Decision rule for when to do individual problem solving 1 2 3 4 5 1 2 3 4 5 Decision rules to EVALUATE success of Tier 2 intervention: What percent of the group should be proficient & by when 1 2 3 4 5 What rate of growth is expected 1 2 3 4 5 What level of fidelity is expected 1 2 3 4 5 Decision rule for determining which students need less or more support 1 2 3 4 5 Decision rule for when to do individual problem solving 1 2 3 4 5
To be completed by the referring Health Professional All patient data will be kept securely and in accordance with Data Protection guidelines Patient Details: Mr/Mrs/Ms/Miss/Other: Date of Birth: First Name Age: (if under 18) Surname: Gender: Male ☐ Female ☐ Address: Postcode: NHS Number: Telephone: Mobile: Email: Parent/Carer Name: GP Surgery: Medical Conditions / Relevant Conditions: Anxiety/Depression ☐ Asthma ☐ Cardiovascular Disease ☐ Chronic Fatigue Syndrome ☐ Dyslipidaemia ☐ Epilepsy ☐ Fibromyalgia ☐ Hypertension ☐ Learning Disability ☐ Musculoskeletal Disorders (MSD) ☐ Osteoporosis ☐ Post Bariatric Surgery ☐ Pre Bariatric Surgery ☐ Severe Mental Illness ☐ Sleep Apnoea ☐ Type 1 Diabetes ☐ Type 2 Diabetes ☐ Other (please state) ☐ Please confirm the patient is at the correct stage of behaviour change: Yes ☐ No ☐ Referrer Name: Referral Job Title: Referring Organisation: Referral Date: Service: Adult Weight Management Tier 2 (BMI > 25) ☐
To be completed by the referring Health Professional All patient data will be kept securely and in accordance with Data Protection guidelines Patient Details: Title: Mr/Mrs/Ms/Miss/Other: Date of Birth: First Name Age: (if under 18) Surname: Gender: Male ☐ Female ☐ Address: Postcode: NHS Number: Telephone: Mobile: Email: Parent/Carer Name: GP Surgery: Medical Conditions / Relevant Conditions: Anxiety/Depression ☐ Asthma ☐ Cardiovascular Disease ☐ Chronic Fatigue Syndrome ☐ Dyslipidaemia ☐ Epilepsy ☐ Fibromyalgia ☐ Hypertension ☐ Learning Disability ☐ Musculoskeletal Disorders (MSD) ☐ Osteoporosis ☐ Post Bariatric Surgery ☐ Pre Bariatric Surgery ☐ Severe Mental Illness ☐ Sleep Apnoea ☐ Type 1 Diabetes ☐ Type 2 Diabetes ☐ (please state) ☐ Please confirm the patient is at the correct stage of behaviour change: Yes ☐ No ☐ Referrer Name: Referral Job Title: Referring Organisation: Referral Date: Service: Adult Weight Management Tier 2 (BMI > 25) ☐
Please attach to this referral: Attendance Certificate displaying at least 12 previous weeks of attendance School Attendance Intervention Tracking Form (SAITF) Supporting Evidence (See SAITF) Organisation Details Date of Referral: Name of Referrer Name of School/ Organisation Postal Address Email Address Telephone Number Details of all children care of parent/carer(s) Name of Child Date of Birth Name of School Part of Request? % % % % Details of Family Name of Parent/Carer Address Telephone Number(s) Multi-Agency Involvement Name of Professional Agency Type of Support Offered Address Referral Details Attendance % (Last 12 weeks) % Number of Unauthorised absences (Last 12 weeks) Reason(s) for Referral Assessment of Risk: Does the family pose any risk to professionals? If so please provide detail of the risk.
Rosario Tide Pool Visit Post Test Name: _________________ Teacher: _____________________ Date:____________ 1. Which factors make the intertidal zone an extreme environment to live in? Circle all that apply. a. The water levels of a creature’s home is intermittent b. Wave action can wash away or dislodge poorly suited organisms c. High exposure to sun affects the temperature of the intertidal zone d. Salinity is much higher in tide e. Tide pools are typically filled with freshwater runoff 2. At low tide, of these intertidal animals would be the most difficult to observe? a. A chiton that lives on rocks b. A mussel living in areas c. A crab that retreats into a burrow d. A limpet that under algae 3. In rocky intertidal zones, an observer probably could find the most filter-feeding barnacles in which area? a. silty pool b. mid-tidal ocean-facing rock c. part of a surf-swept cliff d. under seaweeds 4. What are some of the challenges that tide pool creatures face on a basis? Circle all that apply. a. Long exposures to air b. Salinity changes c. Predation d. UV exposure e. Mating 5. Periwinkles (Littorina) often dominate the upper rocky intertidal zone because they can breathe air and tolerate extreme conditions. True or False 6. Barnacles anchor themselves to the rock using a foot-like tissue with powerful suction. True or False 6. Rocky Intertidal species exposed to air cope with potential desiccation by all of these means except which one? a. Avoiding the hot sun by moving or growing in deep crevices b. Sealing up shells and over coverings to prevent water loss c. Having brown shells d. Having a tolerance for losing up to 90% of water
Team Roles & Responsibilities Team Lead Recorder Data Analyst Communicator Time Keeper Primary Back Up Responsibilities Meeting Agenda Meeting Notes Data Reports Shares updates to staff Keeps team on track Team Meeting Schedule When Where Start/End Time Agenda & Meeting Minute Location Data Tool Data Collection & Data Entry Schedule Who & When Report Generation What, Who & When Tiered Fidelity Inventory (TFI) Universal Behavior Screener (SRSS-IE) Office Discipline Referrals (ODRs) Staff Feedback (PIRS) Annual Report
(17) Registration process Please check the for tutorials regarding registering for classes. The registration schedule is typically available on this website and in "The Scoop." (18) Course Login and Online Technical Assistance Since all of the program is delivered entirely online, it is important for candidates to be aware of help and support for online learning that is (19) When do I take GACE Content and Ethics Test #380 The Georgia PSC requires students to pass both a GACE Content Assessment and an Ethics Assessment # 380. you have successfully completed 12 of the required 18 credit hours, UWG will authorize you to take the assessments. (20) Where do I apply? Apply
Determine if the vacancy was filled by majority vote of the board of directors Recommendation Options (Edit the recommendation to address the specific in the appraisal district) Prepare and deliver a list of nominees to the BOD within 5 days of the 45 day deadline Ensure the board of directors selects, by majority vote of its members, one of the nominees to fill the vacancy. 16. Are allocation statements sent to each taxing unit as described in Tax Code Section 6.06(e)? TIER(S) 1-3 *Note: If the chief appraiser states that the governing body and the appraisal district have agreed to a different process for payment, notify management. *Note: 6.06(k) states that for good cause shown, the board of directors may waive the penalty and interest on a delinquent payment* Data Needs Quarterly allocation statements for the previous year Dates in which quarterly payments were received for the previous year 2018 cycle: Use 2017 budget year 2019 Use 2018 budget year Determine if notification is made to each entity of the quarterly allocation amount and the date payment is due is acceptable). Payments are due at the end of each calendar quarter. First quarter allocation due: December 31st Second quarter allocation due: March 31st Third quarter allocation due: June 30th Fourth quarter allocation due: September 30th Determine that CAD has applied penalty and interest to delinquent payments (see note above) The answer to each checklist item must be yes to get a YES on this question Recommendation Options (Edit the recommendation to address the specific issue in the appraisal district) Ensure allocations statements are sent to each taxing unit at the first day of the last month of each quarter for the next quarterly payment. Ensure penalty and interest is applied to delinquent tax payments if not waived per Tax Code Section 6.06(k).
TFI Action Item (Not In Partially; Fully In Place ->) NI PI FI 1.1 Team has administrative support and represents school community 1.1 Back-up members are identified for all team functions data-analyst, recorder, data-entry, etc.) 1.2 Team has established a clear mission/purpose and current action plan. 1.2 Team runs efficient and effective regular meetings (at least monthly) with agenda and meeting minutes 1.2 School administrator is an active participant in 90% of meetings, protects meeting time, disseminates information during grade level/department meetings, faculty meetings, and parent/family meetings. 1.2 Working Smarter Teaming Alignment document is completed
PBIS Action Plan: Directions: Complete the following action plan to document steps toward implementation of PBIS. See Action Items at the end of each module in the workbook to identify action steps for inclusion in plan. Add additional action steps as identified by team. Subscale and Tier 1 Features from TFI: 0, 1, 2 Action Steps: Who? When? TEAMS Team Composition DAY 1 1. PD Plan: Team Operating Procedures DAY 1 1. PD Plan: IMPLEMENTATION Behavioral Expectations DAY 2 1. PD Plan: 1.4 Teaching Expectations 1. PD Plan:
1.5 Problem Behavior Definitions 1. PD Plan: 1.6 Discipline Policies 1. PD Plan: 1.7 Professional Development 1. 1.8 Classroom Procedures DAY 2 and DAY 5 1. PD Plan: 1.9 Feedback and Acknowledgement 1. PD Plan: 1.10 Faculty Involvement 1. PD Plan: 1.11 Student/Family/ Community Involvement 1. PD Plan: EVALUATION
1.12 Discipline Data 1. PD Plan: 1.13 Data-based Decision Making 1. PD Plan: 1.14 Fidelity Data 1. PD Plan: 1.15 Annual Evaluation 1. PD Plan: OTHER ACTION STEPS: Who? When?
Complete 3 in a row, Your Choice!!! Put your spelling words in alphabetical order. Use each spelling word in a sentence. Draw a picture that the meaning of each spelling word. Rainbow write your spelling words – 2 times each. Put your spelling words in a parts of speech chart. (Noun, Verb, Adjective, Adverb) Write your spelling words with blue constants and red vowels. Spell your words with Scrabble times & Add up the values. Determine number of syllabus of each spelling word. Write a story using all your spelling words.
Some Valued Behaviors and Attitudes Accepting Accomplished Achievement Agreeable Ambitious Appreciative Articulate Authentic Being Alive Being in Control Being Your Best Belonging Capable Caring Cautious Cheerful Commitment Cleanliness Community Compassionate Competence Confidence Conscientious Considerate Contribute Conviction Collaboration Cooperation Courage Courteous Creativity Dedicated Dependable Determined Devoted Diligent Eager Effort Empathy Encouraging Enterprising Enthusiastic Ethical Excellence Fair-Minded Flexible Focused Friendliness Forgiveness Generous Genuine Goal Directed Good-Natured Gracious Grateful Hardworking Harmonious Healthiness Helpful Honesty Imaginative Industrious Independent Inspiring Integrity Intellectual Inventive Involved Knowledgeable Kind Learning Love Loyalty Meticulous Modest Motivated Obedience Optimistic Orderliness Outgoing Participation Patient Perseverance Persistence Pleasant Polite Positive Prepared Problem Solver Productive Prompt Reliable Resilient Resolute Resourceful Respect Responsible Self-Confident Self-Reliant Selfless Self-Respect Sensitive Service to Others Sincere Supportive Sympathetic Team Player Tenacity Tenderness Thoughtful Tolerant Trusting Trustworthy Understanding Willing to Learn Wisdom Others:
Agency: __________________________ DATE: ______________ Element (ASSET category) Goals Steps, Timeline, Resources, and Communication Who is Responsible Evaluation Measure/ Evidence Review Status A = Achieved & Maintain I = In progress N = Not achieved Date Date ________________________ Administrative
SEEKERS: Winks, thumbs up, smiles Specific positive feedback Work with a friend of choice Time to visit or walk with a friend Preferential seating Positive call or email home Meet with principal (or preferred Photo on school bulletin board Special lunch or play time with a friend Lunch with parent, principal, preferred adult Featured in PBIS Tutor, assist younger class Monthly or quarterly award (improved attendance, on-time to class) received in front of class/school Respect, Responsible, Caring Party Positive card or letter sent home “Goal Achieved” award for improvement in personal social behavior AVOIDERS: in private area with preferred peer or staff Extra computer time Extra time to read Pass out of assembly Leave class 5 minutes early Letter home for improved behavior Tangible Items SEEKERS: Schoolwide “Ticket” Items from class or school store Stickers “Fast pass” for line School supplies School t-shirt Food coupons soft drinks Gift cards Discounted yearbook or parking tag Ticket to school event (dance, party, sporting event) Preferred parking AVOIDERS: Certificate to go to library instead of assembly Certificate to stay inside during recess Adapted from: Lane, K.L., Lakberg, J.R. & Menzies, H.M. (2009) Cautions When Developing A Menu or Continuum of Reinforcers When creating your menu or continuum of reinforcers to encourage expected behavior, it is important that you have a range of options to meet all individuals needs as discussed and shared above. Make sure there are ways to encourage improved behavior for all individuals, from those who struggle to behave as well as though who regularly demonstrate desired behavior. Be cautious if your system: Is so difficult or cumbersome that staff will not use it consistently. Keep the system simple, doable and yet effective. Is based on an “all or nothing” criteria. A “No Undesirable Behavior reinforces only a certain portion of your agency and may be demotivating
Levo-T TABLET 25 MCG ORAL NF 1 Formulary Enhancement N/A Levo-T TABLET 300 MCG ORAL NF 1 Formulary Enhancement N/A Levo-T TABLET 50 MCG ORAL NF 1 Formulary Enhancement N/A Levo-T TABLET 75 MCG ORAL NF 1 Formulary Enhancement N/A Levo-T TABLET 88 MCG ORAL NF 1 Formulary Enhancement N/A Lomedia 24 FE TAB 1-20 1 NF CMS Required Deletion N/A Lupron Depot-Ped (3-Month) KIT 30 MG (Ped) Intramuscular NF 1 Formulary Enhancement N/A Menomune INJECTABLE SQ 1 NF CMS Required Deletion N/A Methotrexate Sodium (PF) SOLUTION 250 MG/10ML INJECTION NF 1 + BD Formulary Enhancement N/A Morphine Sulfate SOLUTION 5 MG/ML INJECTION NF 1 Formulary Enhancement N/A Mylotarg SOLUTION RECONSTITUTED 4.5 MG Intravenous NF 1 + PA2 + LA Formulary Enhancement N/A Novarel SOLUTION RECONSTITUTED 5000 UNIT Intramuscular NF 1 + PA1 Formulary Enhancement N/A Opdivo SOLUTION 100 MG/10ML Intravenous NF 1 + PA2 Formulary Enhancement N/A Oseltamivir Phosphate SUSPENSION RECONSTITUTED 6 MG/ML Oral NF 1 Formulary Enhancement N/A Oxaliplatin SOLUTION RECONSTITUTED 100 MG Intravenous NF 1 + BD Formulary Enhancement N/A PARoxetine Mesylate CAPSULE 7.5 MG Oral NF 1 Formulary Enhancement N/A
Recommendation Options (Edit the recommendation to address the specific in the appraisal district) Evaluate or update the appraisal district’s intensity-of-use standards on a regular basis. 79. Is the appraisal district following their current guidelines for degree of intensity standards when granting special valuation appraisal for agricultural and/or timber use? TIER(S) 1-3 *If the appraisal district does not have current intensity standards or intensity standards from the previous two years, the answer to this question is NO *If the special valuation application is incomplete, the answer to this question is NO Data needs Listing of special valuation applications received within the previous 2 years Appraisal districts current agricultural intensity standards If intensity standards have changed in the previous 2 request previous intensity standards along with current standards Steps Become familiar with the appraisal district’s agricultural intensity standards Pull a sample of 5 recently approved applications from the listing Determine if the information contained on the application conforms to the intensity standards Complete checklist below: Recommendation Options (Edit the recommendation to address the specific issue in the appraisal district) Form degree of intensity standards Ensure special valuation applications are complete when special valuation appraisal Ensure that approved special valuation applications meet the appraisal district’s degree of intensity standards 80. Does the appraisal district make an entry on the appraisal records when agricultural applications are received after April 30 and deliver written notice of imposition of the penalty as described in Tax Code Section 23.431? TIER(S) 1-3 *If the appraisal district states they have received no late agricultural applications in the previous two years, have them walk you through the process that is followed when a late application is received *If it cannot be demonstrated how the appraisal district makes an entry on the appraisal record that an agricultural application has been received after the deadline OR if it cannot be demonstrated how a written notice of imposition of the penalty would be delivered to the property owner, the answer to this question is NO Data needs Listing of agricultural applications received after the April 30 deadline for the previous two years Steps Choose a sample of 5 agricultural applications received after the April 30 deadline from listing Determine if entry was made in the system that the application was received after April 30
(30 min) affect how we immediately respond to situations and people. Slide 21: In table groups, discuss responses to assignment working/loud enough for the video clip you will show in this section. Some learners may feel uncomfortable talking about race. How Implicit Bias Affects the Early Childhood Setting (35 min) 22-39 Research and data show that implicit bias affects our impressions and responses, and implicit bias can affect how we respond to what we perceive to be challenging behaviors. This can negatively affect certain populations of students who are often the target of implicit bias. Prepared chart paper for each table group (with sections defined) HO: Understanding Implicit Bias HO: Research Brief Slide 22: View video (5:30) Slide 27: View video (2:00) Slide 38: Placemat Activity- Learners work in table groups to come up with individual responses, then a “table response”. Before the training, make sure audio is working/loud enough for the video clips you will show in this section. How to Become More of Implicit Bias (15 min) 40-44 HO: Do Preschool Educators Expect Black Children…to Misbehave? HO: Implicit Bias Is… HO: Helping Early HO: Racial Inequities… Educators Unlearn Implicit Biases Slide 40: Guess Who- Learners pair up and follow instructions in video. (4:01) Before the training, make sure audio is working/loud enough for the video clip you will show in this section.
Next Steps and Closing (5 min) 45 Increased awareness and ongoing reflection can help keep us from responding based on implicit bias. Post-Learning Assignment Adult learning principles emphasize the importance of providing activities to reinforce and apply content shared in training to provide better understanding and retention of the content. M2 Post-Learning Assignment Directions View Dr. Rosemarie Allen’s video at the link provided. Share the video with fellow staff members and encourage conversation.
Being Mindful When Communicating (50 min) 10-26 Mindful, two-way communication improves family engagement and outcomes for children. It is important to listen, observe communication, and use open-ended questions as you engage families in the problem solving process. M3H2: (one copy)Role Play 1 Script M3H3: Effective Communication Strategies M3H4: (one copy) Role Play 2 Script M3H5: Act for Families – Mindful Listening with Children M3H6: Verbal Communication M3H7: Guiding Practices for Engaging Families in a Conversation 10: Role Play 1 with two volunteers Slide 11: Easy vs. Hard Communication Skills Table Group Discussion Slide 12: Role Play 2 with two volunteers 14: Video (4:17 Slide 15: Breathing exercise Slide 19: Reframing Closed-Ended Questions Activity with Partners Slide 25: Video (3:38) Before the training, make sure audio is working/loud enough for the videos you will show in this section. Not everyone is comfortable with breathing exercises but it is important to ask participants to consider participating. Selecting Strategies to Improve Mindful Communication (10 min) 27 Practicing mindfulness in the midst of a conversation about a challenging behavior will keep us from pushing our own agenda and stay focused on shared solutions and a positive outcome for the child, family and classroom. M3H8: Mindfulness Reflection Plan 27: Select a Practice – Learners select a practice to implement and discuss guiding questions as a table group Beware of parent bashing. Next Steps and Closing (5 min) 28-29 Haim Ginott Post-Learning Assignment Adult learning principles emphasize the importance of providing post-learning activities to reinforce and apply content shared in training to provide M3 Post-Learning Assignment Directions Develop a plan for incorporating strategies for mindful communication with
assignment and then shares a favorite method with the whole group. Slide 11: Kahoot.It Quiz with whole group Slide 12: Re-Stating Behavior in Measurable Terms Partner Activity – Change vague descriptions to more specific descriptions Practicing Data Collection (30 min) 13-17 Adult learning principles emphasize the importance of providing learners time to practice applying the concepts presented. HO: Description of Tim Blank paper highlighters HO: Classroom Behavior Record HO: Classroom Behavior Record for Tim HO: Classroom Behavior Record for Tim Discussion Chart paper and marker HO: ABC Learning Opportunity Slide 14: View video of Tim and take anecdotal notes individually. Highlight challenging behavior in notes. (1:46) Slide 16: Review Tim’s CBR with partner and discuss using guiding questions. Slide 17: Complete handout on Tim individually and share answers in whole group There are many handouts for this section. Be sure to be very clear and specific when referencing handouts and which handouts go with activities. Before the training, make sure audio is working/loud enough for the video you will show in this section. Duration Recording and Real Life 18-21 Duration Recording and Real Life examples HO: Duration Recording Chart Slide 20: View the video and complete Duration Recording Chart Before the training, make sure audio is working/loud learning
Examples of How Data is Collected in the Classroom (25 min) individually. Then share with partner. (3:55) enough for the video you will show in this section. Wrap Up, Next Steps, and Closing (10 min) 22-23 It is important to understand and use data collection throughout the Problem-Solving Process. The next modules will focus on the first two steps of the Problem-Solving Process and how to use data for those steps. Post-Learning Assignment Adult principles emphasize the importance of providing activities to reinforce and apply content shared in training to provide better understanding and retention of the content. M4 Post-Learning Assignment Directions Collect information using two different techniques from Module 4 and respond to reflection questions.
The learner will: Develop a Precision Problem Behavior Statement Identify possible solutions Understand what a replacement behavior is Identify ways to engage families in exploring strategies Module 5: 90 minutes Module Components Slides Essential Message Materials Needed Activity Challenges Comments Pre-Learning Assignment By completing the pre-learning assignment, learners will be better prepared to participate in discussion during the training. M5 Pre-Learning Assignment Directions Developing Young Children’s through Everyday Experiences Read article and answer reflection questions Welcome and Objectives (10 min) 1-3 Sharing real stories about challenging behaviors encourages shared problem solving and reflection. Slide 2: Partner Activity - Introduce yourself to someone and share a story about a “real life” challenging behavior in the classroom Self-Regulation in Children (10 min) 4 Understanding the importance of developing and supporting self-regulation in young children will help as you consider solutions for challenging behavior. M5H1: Developing Young Children’s through Everyday Experiences 4: Pre-Learning Article reflection with Table group shares responses to pre-learning reflection questions Developing a Precision Problem 5-10 Developing a Precision Problem Behavior Statement is an important first step in the Problem Solving Process. Once M5H2: Description of a Persistent Challenging Behavior Slide 7: What is the Problem? Activity- Table Group responds to questions about scenario Learners must bring notes and data recorded on Tim from Module
Behavior Statement (40 min) a problem is described with precision, possible solutions become clearer. M5H3: What is the Problem? M5H4: ABC Learning Opportunity Handout M5H5: Classroom Behavior Record for Tim Learner anecdotal notes for Tim (from Module 4) M5H6: Blank flow chart 7 prepared charts M5H7: Guiding Practices for Engaging Families in a Problem Solving Conversation Slide 8: 7 Parts of a PPBS- 7 groups assemble at assigned chart and answer question about that part of the PPBS for Tim Slide 9: Putting Together Parts of a PPBS activity- Table Group works together to complete 7 parts of PPBS for Tim 4 in order to be able to complete the activity in this section Exploring Solutions: Replacement Behaviors (20 min) 11-16 Replacement behaviors help children get their needs met in positive ways and offer solutions for challenging behavior. Slide 16: Replacement Behaviors Activity-Partners work together to generate replacement behaviors for Tim Wrap Up, Next Steps, and Closing (10 min) 17 You must develop a precision problem behavior statement (PPBS) and have replacement behaviors in mind before moving on to the next steps in the Problem-Solving Process, Choosing a Strategy and Acting on a Strategy.
49. Have the inspection dates in the appraisal records been updated within the previous six years as discussed in IAAO’s Standard on Mass Appraisal of Real Property? TIER(S) 1-3 *If the answer to this question is NO, the answer to Mandatory question 4 is a FAIL* Data needs Access to the appraisal system Steps Use sample properties used for Mandatory Question 4 Refer to inspection dates entered in Cost Calculation Tab in reviewer notes Review the appraisal system for each of the properties in the sample and determine if they were inspected within the previous six years If the appraisal system inspection dates are not updated, have the appraisal district show other proof of the inspection dates for the sample properties (field notes, property records, data entry logs, etc.) Recommendation Options (Edit the recommendation to address the specific issue in the appraisal district) Ensure that all properties are re-inspected at least every six years as discussed in IAAO’s Standard on Mass Appraisal of Real Property. 50. Do the appraisal district’s appraisal cards contain all of the information as required by Comptroller Rule 9.3001? TIER(S) 1-3 *NOTE: The samples for this question will be the same accounts selected in Mandatory Question 1, Step 2.* *For Tier 3 Samples: choose and additional 5 Category F accounts* * 9.3001(e) Any information required by these sections may be maintained in electronic data processing records rather than in physical documents* *9.3001(f) Appraisal district offices failing to establish an appraisal card system as required in this section may be judged to be in compliance upon a showing that an appraisal card system substantially equivalent to that required in this section has been established* Data needs Access to appraisal cards Comptroller Rule 9.3001 Become familiar with Comptroller Rule 9.3001 and items required on appraisal cards per rule Pull a sample of 10 category A, 10 category D, 10 category F Review appraisal cards and complete checklist All answers in the checklist must be answered YES or N/A for this question to be answered as YES
Table 9. Calibration frequency and allowable drift Water Quality Parameter Points Per Calibration Pre-Measurement Calibration Adjustment Frequency Accuracy Check Check) Frequency Allowable Drift (Measurement Accuracy) pH 2 Before monitoring day After every monitoring day ± 0.2 units Specific Conductivity Per manufacturer Before every monitoring day After every monitoring day ± 10% Temperature Per manufacturer Per manufacturer Once annually against a thermometer ± Turbidity 2 Before every monitoring day After every monitoring day ± 10% Velocity Per Before every monitoring day1 n/a2 ±10%
7. (Instruction: This section describes quality specifications. It describes established measurement performance or acceptance criteria, in terms of precision, accuracy, bias, representativeness, comparability, completeness, and sensitivity. These terms are defined in the attached glossary in Appendix A) 7.1 Measurement Quality Indicators Basic definitions of accuracy, precision, resolution, bias, and other indicators of data quality are provided in Appendix A. 7.2 Sample Quality Objectives 5 shows the field sample quality objectives to be utilized by this project. (Instruction: Ensure that your planned test equipment is capable of meeting the measurement quality objectives defined in this table) 5. Measurement Quality Objectives (MQOs) for Field Data Parameter Field Device (recommended) Units Resolution Reporting Limit Accuracy (according to electronic specs.) Completeness pH Field Probe pH 0.1 NA + 0.2 90% Electrical Conductivity Field Probe µS/cm + 1 100 + 2 90% Turbidity Field Probe NTU + 1 1 1 90% Temperature Field Probe oC 0.5 NA + 0.1 90% Velocity (for flow measure) Flow Meter ft/sec 0.05 0.1 Follow manufacturer’s instructions 90% Depth (for flow measure) Top Setting Rod ft 0.01 0.02 N/A 90% NTU = Nephelometric turbidity oC = Celsius degrees; ft = feet; ft/sec = feet per second; μS/cm = microSiemens/centimeter; NA = Not applicable 7.3 Laboratory Quality Objectives MQOs for laboratory chemistry are shown in Table 6. MQOs for toxicity tests are shown in Appendix B. Laboratories must be capable of meeting the requirements shown. Table 6. Measurement Quality Objectives for Chemistry Data from Laboratory Analysis Analyte Accuracy Precision Completeness Measured through certified reference material, laboratory control samples Measured through instrument resolution, matrix spike duplicates Assess percent of data successfully measured
There is a case of a 41 man who was otherwise healthy in all respects who suffered an acute myocardial infarction while taking cayenne pepper pills daily as part of a weight loss program. Another of a 25 year old male, also otherwise healthy who experienced the same. And still a third, which to me seems far less credible, who experienced the same after using a capsaicin patch. All of these were reported on Pub Med. Still another other factors to consider before administering cayenne for all heart conditions were those that unfortunately Dr. Christopher and his 1000’s of followers who advocate cayenne for all acute and chronic cardiovascular disorders is whether the patient is taking various heart medications especially blood thinners for which cayenne with its blood thinning properties may be contraindicated or at least should be carefully monitored. Finally taking any strong spicy herb in close conjunction with any herb or drug causes the effects of the drug to amplify, go deeper and last longer. While this is an excellent principle when creating an herbal formula to which a little cayenne is added, it could be a serious problem if one is taking a dose specific drug with a narrow margin of safety. Again none of these should mean that one should be overly cautious or worried about using this powerful herb. Indeed, it is unlikely that any government agency could limit our access to hot salsa or Tabasco sauce but when specifically used as treatment an informed herbalist should be aware of the energetic properties of cayenne. From an Ayurvedic energetic perspective cayenne is more likely to be beneficial if someone has a kapha or vata condition while in TCM, anyone with excess signs of stagnation, dampness or phlegm. I prefer to either take Solaray’s Cool cayenne which is buffered with cooling, demulcent herbs or to mix it with olive oil which its yin-soothing properties that will offset some of the more irritating effects of cayenne. One may ask, how is cayenne with its heating properties effective for relieving pruritus, psoriasis, rheumatic pains, sore throat, headache, stomach pains, and so many other inflammatory and infections conditions including stomach and Gi tract ulcers? Did you ever hear of fighting fire with fire? The method it to burn off the unwanted toxins and substances that would feed the inflammation so the body can heal itself. Again, this method is effective for all except those with
Consumer support groups Limb Centres Orthotics services Podiatry services Medical and surgical subspecialties with close links to the Service, eg. infectious diseases, endocrinology, renal, diabetes, cardiothoracic, major trauma and orthopaedic surgery. Quality Requirements Where available the Service should use clinical guidelines. Purchase Units and Reporting Requirements Purchase Units are defined in the joint DHB and Ministry’s Nationwide Service Framework Purchase Unit Data Dictionary (PUDD). The Service must comply with the requirements of national data collections. The following Purchase Units apply to this Service: PU Code PU Description PU Definition Unit of Measure S75CANC Vascular Surgery Cancelled Operation NOT PURCHASED; USE FOR REPORTING TO FOR COUNTING ONLY. Vascular Surgery cancelled case Attendance S75PRE Vascular Preadmission visit NOT PURCHASED; USE FOR REPORTING TO NNPAC FOR COUNTING ONLY. Preadmission visit for Vascular procedure paid for as part of CWD price Attendance S75001 Vascular Surgery - Inpatient Services (DRGs) DRG WIESNZ Discharge. Additional Information is found in the NZ Casemix Framework for Publicly Funded Hospitals which gets updated every year. Cost Weighted Discharge S75002 Vascular Surgery Outpatient - 1st attendance First attendance to vascular surgeon or medical officer at registrar level or above or nurse practitioner for specialist assessment. Attendance S75003 Vascular Surgery Outpatient - Subsequent attendance Follow-up attendances to Vascular surgeon or medical officer at registrar or above or nurse practitioner. Attendance S00008 Minor Operations Minor surgical procedures Procedure S00011 Surgical non contact First Specialist Assessment - Any health specialty A review is undertaken by a Registered Medical Practitioner of Registrar or above, or a Registered Nurse Practitioner, of patient records and any diagnostic test results from Primary to Secondary or Secondary to Tertiary. GP referral can come from tertiary and secondary referrals. The original referral should only be generated after a face to face contact by the referrer. A written plan of care is developed for the patient and provision of that plan and other necessary advice is sent to the referring clinician and the patient. The non contact FSA does not include the triaging of referral letters. The patient should not be present during the assessment. Written plan of care