Bacc act appointment checklist
•Download as DOC, PDF•
0 likes•297 views
This document provides a checklist for BACC appointment preparedness and evaluation. The checklist includes required items to bring to the appointment like a computer, BACC pack, and note-taking materials. It also evaluates if the BACC counselor acknowledged the student, concentrated on their needs by asking about goals and taking notes, and discussed important undergraduate information like grades, courses, and career preparation. Spaces are provided for signatures and comments.
Report
Share
Report
Share
Recommended
Organizing a student conference 2007
This document provides steps for organizing a student conference. It discusses selecting a target audience, deciding on a format like panels or workshops, choosing a venue, lining up speakers, sending invitations, preparing students and teachers, catering, managing RSVPs, creating a program, getting press coverage, and planning for contingencies and future conferences. The overall goal is to connect students to the professional world through networking and personal stories from guest speakers.
Science fair tips
This document provides an introduction to science fairs and guidance for students on developing a science fair project. It outlines that science fairs allow students to explore topics they find interesting through experimentation and data collection. Students are encouraged to develop their own project question and work independently to avoid issues partnering can create. The key steps are to choose an interesting topic, develop an initial and research proposal, thoroughly research the topic, conduct an experiment, analyze results, and clearly present findings. Creativity, preparation, and anticipation of questions are emphasized to create an engaging presentation.
Learning paths
Explains what is a learning path and how to implement an agile learning paths in a five step process.
Each of the five steps is explained by a short description and a set of instructions which help keeping the construction of the learning path more accurate.
Moreover, the presentation contains a slide on road marks on the way for building good learning path
Phs personal projects exs short version
The document lists various project ideas for middle years program students such as rebuilding a bicycle, designing fashion, learning to play an instrument, writing a children's book, beekeeping, and inventing something new. It emphasizes that the project should be fully student-directed based on their interests and demonstrate new skills and knowledge while reflecting on an inquiry question and their experience in the MYP.
PMP - Risk Management plan & template
Documentation on PMP Risk Management Plan & Template.
If you like a downloaded version, add me to your network on Linkedin
www.linkedin.com/in/alliegentry
and in the invite, please let me know you would like a word copy of this document.
Allie Gentry
PivotLogix
Making Online Training More Agile with Blackboard Badges
At American International College we implemented Blackboard accomplishments in a variety of training scenarios in order to improve tracking, accountability, and engagement. Three separate use cases are presented: online faculty certification, online student orientation, help desk cross training certification.
Presented at NERCOMP PDO Blackboard Users Group 2015.
Making Faculty Training More Agile with Blackboard Badges
As colleges increase their online course offerings, so does the need to train faculty to transition to the online format. Also, with a number of these online courses being taught by adjuncts who work full time or teach elsewhere, perhaps the biggest challenge is finding the time to complete the training. How do we cover the points they need to know in the little time they have? And how do we make the training relevant or meaningful to those who have had previous training elsewhere?
At American International College, we sought to address these challenges by using a competency-based badge system to support our training program for faculty teaching online. Faculty complete tasks to demonstrate their mastery of Blackboard skills, online pedagogy and AIC policies and procedures, with each set of tasks leading to a badge. Faculty who already have experience in these areas can demonstrate their competencies in alternate methods to earn their badges. This presentation will provide an overview of AIC’s redeveloped training program for faculty teaching online. We will address considerations of structure and implementation, as well as the benefits for full- and part-time faculty.
Cd plt power point for slideshare
This document summarizes the agenda and notes from a Career Development PLT meeting on October 9th, 2015. The meeting covered various topics related to career education, including reflecting on past events, planning for upcoming career fairs and transitions, setting goals for the year, and sharing updates from teachers and counselors. Attendees were encouraged to express gratitude and think positively. Future meetings and travel home were also addressed at the end.
Recommended
Organizing a student conference 2007
This document provides steps for organizing a student conference. It discusses selecting a target audience, deciding on a format like panels or workshops, choosing a venue, lining up speakers, sending invitations, preparing students and teachers, catering, managing RSVPs, creating a program, getting press coverage, and planning for contingencies and future conferences. The overall goal is to connect students to the professional world through networking and personal stories from guest speakers.
Science fair tips
This document provides an introduction to science fairs and guidance for students on developing a science fair project. It outlines that science fairs allow students to explore topics they find interesting through experimentation and data collection. Students are encouraged to develop their own project question and work independently to avoid issues partnering can create. The key steps are to choose an interesting topic, develop an initial and research proposal, thoroughly research the topic, conduct an experiment, analyze results, and clearly present findings. Creativity, preparation, and anticipation of questions are emphasized to create an engaging presentation.
Learning paths
Explains what is a learning path and how to implement an agile learning paths in a five step process.
Each of the five steps is explained by a short description and a set of instructions which help keeping the construction of the learning path more accurate.
Moreover, the presentation contains a slide on road marks on the way for building good learning path
Phs personal projects exs short version
The document lists various project ideas for middle years program students such as rebuilding a bicycle, designing fashion, learning to play an instrument, writing a children's book, beekeeping, and inventing something new. It emphasizes that the project should be fully student-directed based on their interests and demonstrate new skills and knowledge while reflecting on an inquiry question and their experience in the MYP.
PMP - Risk Management plan & template
Documentation on PMP Risk Management Plan & Template.
If you like a downloaded version, add me to your network on Linkedin
www.linkedin.com/in/alliegentry
and in the invite, please let me know you would like a word copy of this document.
Allie Gentry
PivotLogix
Making Online Training More Agile with Blackboard Badges
At American International College we implemented Blackboard accomplishments in a variety of training scenarios in order to improve tracking, accountability, and engagement. Three separate use cases are presented: online faculty certification, online student orientation, help desk cross training certification.
Presented at NERCOMP PDO Blackboard Users Group 2015.
Making Faculty Training More Agile with Blackboard Badges
As colleges increase their online course offerings, so does the need to train faculty to transition to the online format. Also, with a number of these online courses being taught by adjuncts who work full time or teach elsewhere, perhaps the biggest challenge is finding the time to complete the training. How do we cover the points they need to know in the little time they have? And how do we make the training relevant or meaningful to those who have had previous training elsewhere?
At American International College, we sought to address these challenges by using a competency-based badge system to support our training program for faculty teaching online. Faculty complete tasks to demonstrate their mastery of Blackboard skills, online pedagogy and AIC policies and procedures, with each set of tasks leading to a badge. Faculty who already have experience in these areas can demonstrate their competencies in alternate methods to earn their badges. This presentation will provide an overview of AIC’s redeveloped training program for faculty teaching online. We will address considerations of structure and implementation, as well as the benefits for full- and part-time faculty.
Cd plt power point for slideshare
This document summarizes the agenda and notes from a Career Development PLT meeting on October 9th, 2015. The meeting covered various topics related to career education, including reflecting on past events, planning for upcoming career fairs and transitions, setting goals for the year, and sharing updates from teachers and counselors. Attendees were encouraged to express gratitude and think positively. Future meetings and travel home were also addressed at the end.
The Kids Are Alright: Developing a Comprehensive Training Program for
My presentation on training Interlibrary Loan student assistants, which took place at the NW Interlibrary Loan Conference in Portland, OR in September 2013.
Innovators toolkit 1 designing pedagogical experiments - 2
This document provides guidance on designing pedagogical experiments and courses with a focus on student learning outcomes. It emphasizes that instructors should begin with the end in mind by clarifying learning goals and desired results, not just activities. Learning outcomes should describe concrete skills and knowledge students will demonstrate after instruction. The document provides examples of different types of learning outcomes and guides the reader in writing their own outcomes. It also discusses using backward design to map outcomes, assessments, and lessons. Finally, it recommends project planning, including breaking work into stages, timelines, and identifying needed resources. The overall message is that focusing on learning outcomes leads to more purposeful and effective course and project design.
Pedagogy in Online and Hybrid Instruction
This document discusses strategies for online pedagogy and instructional design. It begins by outlining some key findings from research on how people learn, such as engaging prior knowledge, providing structure to organize knowledge, and promoting metacognitive skills. The document then discusses several phases of instructional design, including analysis of learners and goals, course design and development, implementation, and evaluation. Specific strategies are provided for course alignment, interaction, navigation, and assessment. Examples of strategies to support student-content interaction include advance organizers, similarities/differences activities, and summarization. Strategies for student-student interaction include discussions, blogs, and file sharing.
Ict embedded in elt: webquest.ppt
This document discusses the value of using images in presentations and teaching. It provides information on webquests, which are inquiry-based online activities that involve using pre-selected websites to complete tasks and projects in a cooperative manner. The document outlines the essential components of a webquest, which include an introduction, task, process, resources, evaluation, and conclusion. It then provides an example webquest involving participating in a slide picture presentation contest and evaluating presentation tools using selected online resources.
ICT & ELT webquest
This document discusses the value of using images in presentations and teaching. It provides information on webquests, which are inquiry-based online lessons that involve group work and using pre-selected websites. The essential components of a webquest are given as an introduction, task, process, resources, evaluation, and conclusion. An example webquest task is then outlined that has students examine presentation tools and defend one by the end.
Learning environment optimisation: Doing less with more for better outcomes
A maxi-edition of my guide to Learning Management Environment optimisation, whereby we hack the workload model to our favour, make marking easier (and more fun) for the lecturer, and put the students second in the pursuit of "How can we use this teaching technology to deliver something superior to our own work days?". Because quite often, the better systems for improving academic workplace effectiveness never get sold on the basis of "Want to do less work with more resources for better personal outcomes?"
Welcome to Senior Project 2013-2014!
This document provides information and requirements for a senior project. It includes contact information for the teacher, Dawn Drake, and access codes for the Schoology website where project details and documents are housed. The project involves completing a 40-hour hands-on project on a topic of interest, with components like a proposal, journal entries, research, presentation, and portfolio. Deadlines are provided for submission of various assignments to ensure satisfactory completion of the project. Students are encouraged to take the project seriously, seek support, and choose a topic that pushes their learning.
TLC2016 - Using badges to motivate and engage students
Presenter: Inger-Marie Falgren Christensen
Organisation: University of Southern Denmark
Description: The gap between educational institutions and students is widening. Many institutions maintain traditional methods and adopt new at a slow pace. Some educators and developers are looking to gamification to bridge the gap. This workshop will help participants’ explore the potential of badges in education.
An introduction to badges and the purposes of using these in education will be provided. Ways of integrating badges into courses will be explained. Furthermore, the process of designing and issuing badges in Blackboard Learn will be demonstrated.
Participants will get the opportunity to discuss how badges can be integrated in their context, share examples and design badges for their own students.
Winning Your Faculty Over On Grading, Attendance, And More - Hans Mundahl
Blackbaud K-12 User Conference Breakout Sessions
Winning Your Faculty Over On Grading, Attendance, And More - Hans Mundahl, Hans Mundahl & Associates
The lcc at bc
This document discusses implementing a learning-centered classroom (LCC) at a college preparatory school. It addresses challenges with assessing project-based learning and provides examples of strategies to make classrooms more student-centered and collaborative. These include using group projects, reflections, and technology tools to engage students and break up the lecture format. The LCC approach aims to make students more accountable for their own learning through hands-on work and projects done in class or as homework.
Tamu module 2 faculty new
This document provides best practices for online teaching at Texas A&M School of Law. It outlines expectations for students, such as communicating response times and netiquette guidelines. It emphasizes the importance of writing learning objectives that are measurable. It also discusses ways to engage students asynchronously, such as through regular feedback and discussions. The document reviews assessment options in Blackboard and stresses providing balanced feedback to students. It provides tips for crafting effective discussion board questions and outlines key areas to address in a course syllabus and benefits of using rubrics.
BC PPT
This document provides guidance to students for their field placement during the spring 2013 semester. It outlines important tasks for students to complete at the beginning, during, and at the end of the semester. At the beginning, students are instructed to meet with their direct supervisor to discuss expectations and initial assignments. During the semester, students should check Blackboard weekly, record their work hours, write journal entries, and interact regularly with their supervisor and group. At the end of the semester, students should ensure all requirements are completed, have exit meetings with their supervisor and instructor, and submit final evaluations. The document also provides guidance on developing learning objectives and effective client interviewing skills.
Considerations When Developing an Assignment & Rubric
Effective assignments should be realistic, connect multiple course goals and objectives, and require critical thinking. They provide clear instructions and examples of past student work, and allow opportunities to practice, receive feedback and reflect. When creating a rubric, consider what the assigned task involves, the learning objectives, and what constitutes exemplary, acceptable and below expectations work. The rubric should provide detailed feedback to help students improve.
NTAC 2016 Electives Principles and Practices Day 1 Slide Deck
This slide deck was used during day one of the Electives Principles and Practices workshop at NTAC 2016. The three day workshop was lead by New Tech Network Coach, Matt Thompson, and Satellite Center Digital Media Facilitator, Rhitt Growl. The purpose of the workshop was to familiarize participants with the key components of project based learning and for them to begin developing a project idea that they can implement in their classrooms.
New Student Welcome Presentation Version 2
This document provides tips and resources for students in the environmental design program at CU Boulder. It recommends that students get involved in the program early by joining seminars and peer mentoring. It also suggests getting involved in student groups, events, internships and study abroad. Students are encouraged to utilize resources like the digital media center, print lab, shared studio computers and presentation spaces. The document provides information on applying for scholarships and never being afraid to ask for help from advisors and professors.
Unpacking Online Education
This was a presentation I gave to administrators and instructors at UIC College of Liberal Arts and Sciences, as they debated putting more courses online.
Dynamite Tips to Change DFWs into Successful Learners (TxDLA 2014)
Why do online courses designed by the best, well-seasoned educators experience so many student drops, failures and withdrawals (DFWs)? Learn simplel proven techniques to prevent the disconnects, help guarantee student enjoyment, motivation, and success.
Presentation at 2014 TxDLA
#UNTAdv14 Graduation 101: Am I Done Yet?
The document summarizes a presentation given on a Graduation 101 workshop developed by three advisors at Eastfield College. The workshop aimed to help students understand graduation requirements and the steps to complete their degree. It provided an overview of the content presented, discussed what went well including student attendance and signups, areas for improvement, and accomplishments like completion sheets and surveys. Recommendations for the future included allowing more preparation time, providing an online option, and designating a project manager.
Build a Better Grading System
From rubrics to points to checklists, grading is a necessary part of every journalism classroom. Discover a range of grading philosophies to help you build a grading system reflecting your values and priorities while balancing external demands.
CV training_2017.pptx
This document provides guidance on creating a curriculum vitae (CV). It distinguishes a CV from a resume, noting that a CV is longer and focuses on academic background rather than getting a job. Tips are given for the overall format and common sections of a CV, including contact information, education, honors/awards, experience, publications, and others. The purpose of a CV is to highlight one's academic qualifications and experience for opportunities like tenure, grants, and awards. Keeping a regularly updated CV helps organize accomplishments and set future goals.
Completed advanced practicum application
This document is an application for an advanced practicum. It requests information from the applicant such as their name, the semester they are enrolled in PSY 357, the child they have worked with, and which semester they are interested in for the advanced practicum. It outlines the requirements of attending Woodsedge 10 hours a week, attending meetings with supervisors, and assisting case coordinators. The second page is for a supervisor evaluation that rates the applicant's skills and provides comments on their performance working with children, accepting feedback, interactions with staff, and a recommendation for the advanced practicum.
Self management paper template
The document outlines the six steps of behavioral systems analysis:
1) Analyze the natural contingencies currently impacting the target behavior.
2) Specify clear and measurable performance objectives.
3) Design an intervention to establish more effective contingencies.
4) Implement the planned intervention.
5) Evaluate the effects of the intervention on behavior and desired outcomes.
6) Recycle through the steps as needed until objectives are achieved.
More Related Content
Similar to Bacc act appointment checklist
The Kids Are Alright: Developing a Comprehensive Training Program for
My presentation on training Interlibrary Loan student assistants, which took place at the NW Interlibrary Loan Conference in Portland, OR in September 2013.
Innovators toolkit 1 designing pedagogical experiments - 2
This document provides guidance on designing pedagogical experiments and courses with a focus on student learning outcomes. It emphasizes that instructors should begin with the end in mind by clarifying learning goals and desired results, not just activities. Learning outcomes should describe concrete skills and knowledge students will demonstrate after instruction. The document provides examples of different types of learning outcomes and guides the reader in writing their own outcomes. It also discusses using backward design to map outcomes, assessments, and lessons. Finally, it recommends project planning, including breaking work into stages, timelines, and identifying needed resources. The overall message is that focusing on learning outcomes leads to more purposeful and effective course and project design.
Pedagogy in Online and Hybrid Instruction
This document discusses strategies for online pedagogy and instructional design. It begins by outlining some key findings from research on how people learn, such as engaging prior knowledge, providing structure to organize knowledge, and promoting metacognitive skills. The document then discusses several phases of instructional design, including analysis of learners and goals, course design and development, implementation, and evaluation. Specific strategies are provided for course alignment, interaction, navigation, and assessment. Examples of strategies to support student-content interaction include advance organizers, similarities/differences activities, and summarization. Strategies for student-student interaction include discussions, blogs, and file sharing.
Ict embedded in elt: webquest.ppt
This document discusses the value of using images in presentations and teaching. It provides information on webquests, which are inquiry-based online activities that involve using pre-selected websites to complete tasks and projects in a cooperative manner. The document outlines the essential components of a webquest, which include an introduction, task, process, resources, evaluation, and conclusion. It then provides an example webquest involving participating in a slide picture presentation contest and evaluating presentation tools using selected online resources.
ICT & ELT webquest
This document discusses the value of using images in presentations and teaching. It provides information on webquests, which are inquiry-based online lessons that involve group work and using pre-selected websites. The essential components of a webquest are given as an introduction, task, process, resources, evaluation, and conclusion. An example webquest task is then outlined that has students examine presentation tools and defend one by the end.
Learning environment optimisation: Doing less with more for better outcomes
A maxi-edition of my guide to Learning Management Environment optimisation, whereby we hack the workload model to our favour, make marking easier (and more fun) for the lecturer, and put the students second in the pursuit of "How can we use this teaching technology to deliver something superior to our own work days?". Because quite often, the better systems for improving academic workplace effectiveness never get sold on the basis of "Want to do less work with more resources for better personal outcomes?"
Welcome to Senior Project 2013-2014!
This document provides information and requirements for a senior project. It includes contact information for the teacher, Dawn Drake, and access codes for the Schoology website where project details and documents are housed. The project involves completing a 40-hour hands-on project on a topic of interest, with components like a proposal, journal entries, research, presentation, and portfolio. Deadlines are provided for submission of various assignments to ensure satisfactory completion of the project. Students are encouraged to take the project seriously, seek support, and choose a topic that pushes their learning.
TLC2016 - Using badges to motivate and engage students
Presenter: Inger-Marie Falgren Christensen
Organisation: University of Southern Denmark
Description: The gap between educational institutions and students is widening. Many institutions maintain traditional methods and adopt new at a slow pace. Some educators and developers are looking to gamification to bridge the gap. This workshop will help participants’ explore the potential of badges in education.
An introduction to badges and the purposes of using these in education will be provided. Ways of integrating badges into courses will be explained. Furthermore, the process of designing and issuing badges in Blackboard Learn will be demonstrated.
Participants will get the opportunity to discuss how badges can be integrated in their context, share examples and design badges for their own students.
Winning Your Faculty Over On Grading, Attendance, And More - Hans Mundahl
Blackbaud K-12 User Conference Breakout Sessions
Winning Your Faculty Over On Grading, Attendance, And More - Hans Mundahl, Hans Mundahl & Associates
The lcc at bc
This document discusses implementing a learning-centered classroom (LCC) at a college preparatory school. It addresses challenges with assessing project-based learning and provides examples of strategies to make classrooms more student-centered and collaborative. These include using group projects, reflections, and technology tools to engage students and break up the lecture format. The LCC approach aims to make students more accountable for their own learning through hands-on work and projects done in class or as homework.
Tamu module 2 faculty new
This document provides best practices for online teaching at Texas A&M School of Law. It outlines expectations for students, such as communicating response times and netiquette guidelines. It emphasizes the importance of writing learning objectives that are measurable. It also discusses ways to engage students asynchronously, such as through regular feedback and discussions. The document reviews assessment options in Blackboard and stresses providing balanced feedback to students. It provides tips for crafting effective discussion board questions and outlines key areas to address in a course syllabus and benefits of using rubrics.
BC PPT
This document provides guidance to students for their field placement during the spring 2013 semester. It outlines important tasks for students to complete at the beginning, during, and at the end of the semester. At the beginning, students are instructed to meet with their direct supervisor to discuss expectations and initial assignments. During the semester, students should check Blackboard weekly, record their work hours, write journal entries, and interact regularly with their supervisor and group. At the end of the semester, students should ensure all requirements are completed, have exit meetings with their supervisor and instructor, and submit final evaluations. The document also provides guidance on developing learning objectives and effective client interviewing skills.
Considerations When Developing an Assignment & Rubric
Effective assignments should be realistic, connect multiple course goals and objectives, and require critical thinking. They provide clear instructions and examples of past student work, and allow opportunities to practice, receive feedback and reflect. When creating a rubric, consider what the assigned task involves, the learning objectives, and what constitutes exemplary, acceptable and below expectations work. The rubric should provide detailed feedback to help students improve.
NTAC 2016 Electives Principles and Practices Day 1 Slide Deck
This slide deck was used during day one of the Electives Principles and Practices workshop at NTAC 2016. The three day workshop was lead by New Tech Network Coach, Matt Thompson, and Satellite Center Digital Media Facilitator, Rhitt Growl. The purpose of the workshop was to familiarize participants with the key components of project based learning and for them to begin developing a project idea that they can implement in their classrooms.
New Student Welcome Presentation Version 2
This document provides tips and resources for students in the environmental design program at CU Boulder. It recommends that students get involved in the program early by joining seminars and peer mentoring. It also suggests getting involved in student groups, events, internships and study abroad. Students are encouraged to utilize resources like the digital media center, print lab, shared studio computers and presentation spaces. The document provides information on applying for scholarships and never being afraid to ask for help from advisors and professors.
Unpacking Online Education
This was a presentation I gave to administrators and instructors at UIC College of Liberal Arts and Sciences, as they debated putting more courses online.
Dynamite Tips to Change DFWs into Successful Learners (TxDLA 2014)
Why do online courses designed by the best, well-seasoned educators experience so many student drops, failures and withdrawals (DFWs)? Learn simplel proven techniques to prevent the disconnects, help guarantee student enjoyment, motivation, and success.
Presentation at 2014 TxDLA
#UNTAdv14 Graduation 101: Am I Done Yet?
The document summarizes a presentation given on a Graduation 101 workshop developed by three advisors at Eastfield College. The workshop aimed to help students understand graduation requirements and the steps to complete their degree. It provided an overview of the content presented, discussed what went well including student attendance and signups, areas for improvement, and accomplishments like completion sheets and surveys. Recommendations for the future included allowing more preparation time, providing an online option, and designating a project manager.
Build a Better Grading System
From rubrics to points to checklists, grading is a necessary part of every journalism classroom. Discover a range of grading philosophies to help you build a grading system reflecting your values and priorities while balancing external demands.
CV training_2017.pptx
This document provides guidance on creating a curriculum vitae (CV). It distinguishes a CV from a resume, noting that a CV is longer and focuses on academic background rather than getting a job. Tips are given for the overall format and common sections of a CV, including contact information, education, honors/awards, experience, publications, and others. The purpose of a CV is to highlight one's academic qualifications and experience for opportunities like tenure, grants, and awards. Keeping a regularly updated CV helps organize accomplishments and set future goals.
Similar to Bacc act appointment checklist (20)
The Kids Are Alright: Developing a Comprehensive Training Program for
The Kids Are Alright: Developing a Comprehensive Training Program for
Innovators toolkit 1 designing pedagogical experiments - 2
Innovators toolkit 1 designing pedagogical experiments - 2
Learning environment optimisation: Doing less with more for better outcomes
Learning environment optimisation: Doing less with more for better outcomes
TLC2016 - Using badges to motivate and engage students
TLC2016 - Using badges to motivate and engage students
Winning Your Faculty Over On Grading, Attendance, And More - Hans Mundahl
Winning Your Faculty Over On Grading, Attendance, And More - Hans Mundahl
Considerations When Developing an Assignment & Rubric
Considerations When Developing an Assignment & Rubric
NTAC 2016 Electives Principles and Practices Day 1 Slide Deck
NTAC 2016 Electives Principles and Practices Day 1 Slide Deck
Dynamite Tips to Change DFWs into Successful Learners (TxDLA 2014)
Dynamite Tips to Change DFWs into Successful Learners (TxDLA 2014)
More from Julie Sanchez
Completed advanced practicum application
This document is an application for an advanced practicum. It requests information from the applicant such as their name, the semester they are enrolled in PSY 357, the child they have worked with, and which semester they are interested in for the advanced practicum. It outlines the requirements of attending Woodsedge 10 hours a week, attending meetings with supervisors, and assisting case coordinators. The second page is for a supervisor evaluation that rates the applicant's skills and provides comments on their performance working with children, accepting feedback, interactions with staff, and a recommendation for the advanced practicum.
Self management paper template
The document outlines the six steps of behavioral systems analysis:
1) Analyze the natural contingencies currently impacting the target behavior.
2) Specify clear and measurable performance objectives.
3) Design an intervention to establish more effective contingencies.
4) Implement the planned intervention.
5) Evaluate the effects of the intervention on behavior and desired outcomes.
6) Recycle through the steps as needed until objectives are achieved.
Performance contract
This document outlines a performance contract between a performer and performance manager. The contract aims to increase or decrease a specific behavior through establishing immediate and ultimate goals, as well as implementing an effective competing contingency and monitoring benefit measures over time through graphing. Revisions to the contract can be noted.
Self managment presentation template
This document appears to be an assignment for a psychology course on behavior analysis. It includes sections for describing a target behavior, competing contingencies, a self-management intervention, graphs of the target behavior and benefit measures over baseline and intervention phases, and spaces for the student's results, comments, and any questions. The student is asked to fill in details about their particular applied behavior analysis project.
Review form
This document is a review form for a GDSD Workshow. It provides spaces for a name, TA initials, and sections to evaluate two presentations by providing feedback on the content, delivery, and areas for improvement for each.
Sunglasses worksheet
This document appears to be a flow chart or process diagram for manufacturing and distributing sunglasses. It shows the stages of production, purchasing raw materials, manufacturing the sunglasses, and then distributing the finished products for sale and any unsold inventory. The document contains blanks for details but outlines the key stages in the sunglasses supply chain process.
Gdsd workshow
The document provides an overview of goal-directed systems design (GDSD) for designing an ideal structure of organizational goals using a behavioral systems analytic approach. It discusses key concepts like defining organizations as systems with inputs, processes, and outputs. Several practice activities are included to help identify the input, process, and output components of different behavioral systems like hospitals, bookstores, and amusement parks.
Theoretical
1. The document discusses the need for a theoretical contingency to explain why an indirect-acting performance management (PM) contingency is effective in controlling behavior.
2. It provides an example of a waiter, Paul, who will receive a $5 bonus from his manager if his sales meet a 25% target for appetizers and drinks. This PM contingency is indirect-acting so a direct-acting theoretical contingency is needed.
3. The theoretical contingency examples show that it must be direct-acting, observable or inferred, and linked to the PM contingency, not the natural contingency, to properly explain why the indirect PM contingency controls behavior.
Review
The document provides a series of prompts and questions about contingencies and the three-contingency model. It asks the reader to identify whether examples provided are natural or performance management contingencies. It provides feedback on the reader's responses, clarifying the correct answers and explanations.
Pm
This contingency aims to decrease Tony's aggressive behavior by withholding a reward. Specifically:
1) Previously, Tony would get a token within 30 minutes. Now, if Tony hits the nurse within 30 minutes, he will not get a token.
2) The nurse implemented this contingency to decrease Tony's aggressive behavior by making it less likely he will receive a reward (token) if he engages in the behavior.
3) This contingency is an "analog to punishment" contingency since the goal is to decrease behavior and it withholds a reward after a delay of over 60 seconds.
Ineffective
The document describes Julie's swimming ability and how it improves slightly with each hard practice. This is a natural contingency that existed prior to any performance management. However, the improvement in ability is infinitesimal, making the contingency ineffective. The contingency is natural but ineffective due to the small outcome size.
10. two factor theory job aid
The Two-Factor Theory of Avoidance states that:
1) A warning stimulus becomes a learned aversive stimulus through pairing with the original aversive stimulus.
2) The avoidance response is reinforced by the termination of the warning stimulus, not by avoiding the original aversive stimulus.
3) People are avoiding the stimulus associated with the aversive situation, not the aversive situation itself.
8. purpleflashcards
1. This document contains a series of questions to test different types of contingencies used in performance management.
2. The questions assess whether a contingency is effective at controlling behavior, planned to manage performance, and analogs to avoidance or punishment.
3. Additional criteria examined include whether responses are the same across contingencies, if outcomes are delayed or probabilities specified, and if theoretical contingencies are direct-acting or inferred.
7. purple sheet checklist
The 3-Contingency Model of Performance Management Checklist provides criteria for evaluating applications of the 3-contingency model. It contains tests to determine if:
1) The response is the same in all three contingencies.
2) The change in outcome size and probability is large enough to control behavior for the performance management and theoretical contingencies.
3) The theoretical contingency is only used when the performance management contingency is indirect-acting.
9. transparency masters
The document appears to be a collection of transparency slides related to behavior analysis concepts. The slides cover topics like differential reinforcement, reinforcement and punishment, discrimination training, escape and avoidance conditioning, and performance management models. Many of the slides include diagrams or tables illustrating behavioral principles and terminology.
6. pink sheet flashcards
The document outlines several tests to determine if a behavior meets the criteria of operant conditioning: the Deadman Test checks if a behavior requires a living organism, the Causality Test evaluates if a response causes an outcome, and the 60” Test examines if responses and outcomes occur within 60 seconds of each other.
3. pob review quiz list of terms
This document contains four review quizzes summarizing key terms from an Elementary Principles of Behavior textbook. The quizzes cover 20 terms each from various chapters, relating to concepts like reinforcement, punishment, schedules of reinforcement, conditioning, rule-governed behavior, and research methodology. In total, 80 terms are defined over the four quizzes to help students prepare for an exam on the material.
5. pink sheet checklist
This document provides a checklist to help analyze and summarize contingency diagrams. It includes 10 questions to test key elements of the contingency, such as specifying the behavior, stimuli, and outcomes. The questions help determine if the diagram properly depicts a reinforcement, punishment, or prevention contingency. Completing the checklist ensures the contingency diagram accurately portrays the relationship between a response and its consequences.
4. gdsd job aid
This document provides a checklist for evaluating applications of the output-process-input model and goal specification form. The checklist outlines key elements to define like outputs, inputs, goals, processes, resources and standards. It also provides rules for outlining systems using this model, focusing on defining the final output, identifying input resources and labeling production, distribution and research processes.
2. pob review flashcards
1. The document contains a review quiz for concepts in positive behavior analysis with 14 multiple choice questions.
2. It covers topics like reinforcement, behavior, extinction, punishment, shaping, and motivating operations.
3. The questions are meant to test understanding of key principles and procedures used in behavior analysis.
More from Julie Sanchez (20)
Bacc act appointment checklist
- 1. ACT! Task Clarification Checklist BACC Appointment Preparedness Required Items to Bring Yes No • Your computer or immediate access to one (BATS computer) • BACC pack • Performance contracts • Pen or pencil • Extra “How to Achieve Your Goals” forms • Something to take notes on or with (your computer is fine) A = Acknowledge the student! Did the BACC counselor… Yes No N/A Why? • Greet the student? Example: shake hands, meet student at the lab door, offer them a seat • Introduce himself/herself and any potential observers present? • Engage in or propose a friendly icebreaker? Example: ask how the student is doing, offer a piece of candy, give a compliment, or take an interesting in the student such as “Where did you get that hat it looks really good on you”… C = Concentrate on the students needs! Did the BACC counselor… Yes No N/A Why? • Request the “How to Achieve Your Goals” form? • Ask the student: “Is there anything in particular that you would like us to address today during this appointment?” • Take notes on relevant information about the student? • Make appropriate referrals or follow-up? Example: websites, university offices, performance contracting, follow-up appointments, BACC job and school binders T = Talk about what every undergraduate needs to know! Did the BACC counselor review the following information? Yes No N/A Why? • “Things Every Undergraduate Needs to Know” document • Grades • Courses • Practica • Graduation • Preparation for graduate school or career track as relevant • Honor’s Society/ requirements • Permission to take graduate courses • Jobs General Comments: Graduate Student Instructor Signature Second Year Supervisor Signature Student Initials