This document discusses benchmark reading and math data from Martin L. King, Jr. Elementary to identify critical learning needs and enhance instruction. The data shows many 3rd-5th grade students are below 50% likelihood of passing the FCAT in reading comprehension and math skills. Areas of weakness include words/phrases, main idea, comparisons, number sense, and data analysis. The counselor provides research on instructional strategies to engage students, including sustaining attention, creating meaning, and engaging emotions. Teachers will analyze the data, develop action plans to meet student needs, and differentiate instruction through grouping arrangements.
The power of observation: 5 ways to ensure teacher evaluations lead to teache...Learning Forward
The teacher’s ability to assess student learning, analyze outcomes, and adapt instruction to meet student needs may not always show up on a state standardized exam. However, principals who pay attention to a range of measures of teacher effectiveness can provide more meaningful teacher evaluations that promote teacher growth. Discover several areas in which principals can concentrate to ensure growth-oriented evaluations.
Creating Mathematical Opportunities in the Early Years
Presenter, Dr Tracey Muir, for Connect with Maths Early Years Learning in Mathematics community
As teachers, we are constantly looking for ways in which we can provide students with mathematical opportunities to engage in purposeful and authentic learning experiences. On a daily basis we need to select teaching content and approaches that will stimulate our children through creating contexts that are meaningful and appropriate. This requires a level of knowledge that extends beyond content, to pedagogy and learning styles. As early childhood educators, we can also benefit from an understanding of how the foundational ideas in mathematics form the basis for key mathematical concepts that are developed throughout a child’s school.
In this webinar, Tracey will be discussing the incorporation of mathematical opportunities into our early childhood practices and considering the influence of different forms of teacher knowledge on enacting these opportunities.
The power of observation: 5 ways to ensure teacher evaluations lead to teache...Learning Forward
The teacher’s ability to assess student learning, analyze outcomes, and adapt instruction to meet student needs may not always show up on a state standardized exam. However, principals who pay attention to a range of measures of teacher effectiveness can provide more meaningful teacher evaluations that promote teacher growth. Discover several areas in which principals can concentrate to ensure growth-oriented evaluations.
Creating Mathematical Opportunities in the Early Years
Presenter, Dr Tracey Muir, for Connect with Maths Early Years Learning in Mathematics community
As teachers, we are constantly looking for ways in which we can provide students with mathematical opportunities to engage in purposeful and authentic learning experiences. On a daily basis we need to select teaching content and approaches that will stimulate our children through creating contexts that are meaningful and appropriate. This requires a level of knowledge that extends beyond content, to pedagogy and learning styles. As early childhood educators, we can also benefit from an understanding of how the foundational ideas in mathematics form the basis for key mathematical concepts that are developed throughout a child’s school.
In this webinar, Tracey will be discussing the incorporation of mathematical opportunities into our early childhood practices and considering the influence of different forms of teacher knowledge on enacting these opportunities.
Webinar: Assessing to Inform Teaching and Learning: A Guide for LeadersDreamBox Learning
School and district-wide use of classroom-based formative assessment is an essential part of informing teacher planning and instruction, as well as meaningful student achievement. In this webinar, Francis (Skip) Fennell, L. Stanley Bowlsbey Professor of Education and Graduate and Professional Studies Emeritus, McDaniel College, shares a framework for school and district-based leaders to develop elements of leadership while establishing a grade-level or school-based learning community focusing on everyday use of formative assessment.
Topics include:
• Assessment literacy and the use of particular tools to guide and monitor the use of the formative assessment techniques presented
• How ongoing, everyday use of the “Formative 5” intersects with summative assessment data and frame assessment decisions
• A leadership framework to guide successful implementation of the “Formative 5,” including coaching, navigating relationships, learning communities and adult learners
All school and district-based leaders, and K-12 educators are invited to watch this recorded webinar.
The information in these slides was shared by Amudha Mahendiran and Terry Evans, members of the Early Childhood team at The Source for Learning, Inc., during VAECE's 2017 Annual Conference in Hampton Roads, VA, on Saturday, April 1, 2017.
PRESENTATION OVERVIEW
Participants in this session learned about different methods to observe children and how to use their observations to assess a child’s progress and guide their curriculum.
ABOUT EARLY CHILDHOOD AT THE SOURCE FOR LEARNING
SFL’s Early Childhood Education Division includes PreschoolFirst--a research-based, online child assessment system that has proven effective in early childhood classrooms -- as well as a wide range of professional development and management services for the early childhood community. The Division’s PD webinar series features cutting-edge and trending topics presented in a one-hour format by SFL’s early childhood education team, with guest appearances by ECE industry experts.
Introduction to Teaching Math to Adult Students in Basic EducationRachel Gamarra
Teaching math to adults is different from teaching math to children. Volunteers in adult education programs will learn how to manage the challenges, implement new ideas, and find resources for their math challenged students. NOTE: Original formatting may have been altered during the upload process.
NVBDCP.pptx Nation vector borne disease control programSapna Thakur
NVBDCP was launched in 2003-2004 . Vector-Borne Disease: Disease that results from an infection transmitted to humans and other animals by blood-feeding arthropods, such as mosquitoes, ticks, and fleas. Examples of vector-borne diseases include Dengue fever, West Nile Virus, Lyme disease, and malaria.
Ozempic: Preoperative Management of Patients on GLP-1 Receptor Agonists Saeid Safari
Preoperative Management of Patients on GLP-1 Receptor Agonists like Ozempic and Semiglutide
ASA GUIDELINE
NYSORA Guideline
2 Case Reports of Gastric Ultrasound
Adv. biopharm. APPLICATION OF PHARMACOKINETICS : TARGETED DRUG DELIVERY SYSTEMSAkankshaAshtankar
MIP 201T & MPH 202T
ADVANCED BIOPHARMACEUTICS & PHARMACOKINETICS : UNIT 5
APPLICATION OF PHARMACOKINETICS : TARGETED DRUG DELIVERY SYSTEMS By - AKANKSHA ASHTANKAR
These simplified slides by Dr. Sidra Arshad present an overview of the non-respiratory functions of the respiratory tract.
Learning objectives:
1. Enlist the non-respiratory functions of the respiratory tract
2. Briefly explain how these functions are carried out
3. Discuss the significance of dead space
4. Differentiate between minute ventilation and alveolar ventilation
5. Describe the cough and sneeze reflexes
Study Resources:
1. Chapter 39, Guyton and Hall Textbook of Medical Physiology, 14th edition
2. Chapter 34, Ganong’s Review of Medical Physiology, 26th edition
3. Chapter 17, Human Physiology by Lauralee Sherwood, 9th edition
4. Non-respiratory functions of the lungs https://academic.oup.com/bjaed/article/13/3/98/278874
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Local Advanced Lung Cancer: Artificial Intelligence, Synergetics, Complex Sys...Oleg Kshivets
Overall life span (LS) was 1671.7±1721.6 days and cumulative 5YS reached 62.4%, 10 years – 50.4%, 20 years – 44.6%. 94 LCP lived more than 5 years without cancer (LS=2958.6±1723.6 days), 22 – more than 10 years (LS=5571±1841.8 days). 67 LCP died because of LC (LS=471.9±344 days). AT significantly improved 5YS (68% vs. 53.7%) (P=0.028 by log-rank test). Cox modeling displayed that 5YS of LCP significantly depended on: N0-N12, T3-4, blood cell circuit, cell ratio factors (ratio between cancer cells-CC and blood cells subpopulations), LC cell dynamics, recalcification time, heparin tolerance, prothrombin index, protein, AT, procedure type (P=0.000-0.031). Neural networks, genetic algorithm selection and bootstrap simulation revealed relationships between 5YS and N0-12 (rank=1), thrombocytes/CC (rank=2), segmented neutrophils/CC (3), eosinophils/CC (4), erythrocytes/CC (5), healthy cells/CC (6), lymphocytes/CC (7), stick neutrophils/CC (8), leucocytes/CC (9), monocytes/CC (10). Correct prediction of 5YS was 100% by neural networks computing (error=0.000; area under ROC curve=1.0).
Tom Selleck Health: A Comprehensive Look at the Iconic Actor’s Wellness Journeygreendigital
Tom Selleck, an enduring figure in Hollywood. has captivated audiences for decades with his rugged charm, iconic moustache. and memorable roles in television and film. From his breakout role as Thomas Magnum in Magnum P.I. to his current portrayal of Frank Reagan in Blue Bloods. Selleck's career has spanned over 50 years. But beyond his professional achievements. fans have often been curious about Tom Selleck Health. especially as he has aged in the public eye.
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Introduction
Many have been interested in Tom Selleck health. not only because of his enduring presence on screen but also because of the challenges. and lifestyle choices he has faced and made over the years. This article delves into the various aspects of Tom Selleck health. exploring his fitness regimen, diet, mental health. and the challenges he has encountered as he ages. We'll look at how he maintains his well-being. the health issues he has faced, and his approach to ageing .
Early Life and Career
Childhood and Athletic Beginnings
Tom Selleck was born on January 29, 1945, in Detroit, Michigan, and grew up in Sherman Oaks, California. From an early age, he was involved in sports, particularly basketball. which played a significant role in his physical development. His athletic pursuits continued into college. where he attended the University of Southern California (USC) on a basketball scholarship. This early involvement in sports laid a strong foundation for his physical health and disciplined lifestyle.
Transition to Acting
Selleck's transition from an athlete to an actor came with its physical demands. His first significant role in "Magnum P.I." required him to perform various stunts and maintain a fit appearance. This role, which he played from 1980 to 1988. necessitated a rigorous fitness routine to meet the show's demands. setting the stage for his long-term commitment to health and wellness.
Fitness Regimen
Workout Routine
Tom Selleck health and fitness regimen has evolved. adapting to his changing roles and age. During his "Magnum, P.I." days. Selleck's workouts were intense and focused on building and maintaining muscle mass. His routine included weightlifting, cardiovascular exercises. and specific training for the stunts he performed on the show.
Selleck adjusted his fitness routine as he aged to suit his body's needs. Today, his workouts focus on maintaining flexibility, strength, and cardiovascular health. He incorporates low-impact exercises such as swimming, walking, and light weightlifting. This balanced approach helps him stay fit without putting undue strain on his joints and muscles.
Importance of Flexibility and Mobility
In recent years, Selleck has emphasized the importance of flexibility and mobility in his fitness regimen. Understanding the natural decline in muscle mass and joint flexibility with age. he includes stretching and yoga in his routine. These practices help prevent injuries, improve posture, and maintain mobilit
Muktapishti is a traditional Ayurvedic preparation made from Shoditha Mukta (Purified Pearl), is believed to help regulate thyroid function and reduce symptoms of hyperthyroidism due to its cooling and balancing properties. Clinical evidence on its efficacy remains limited, necessitating further research to validate its therapeutic benefits.
Integrating Ayurveda into Parkinson’s Management: A Holistic ApproachAyurveda ForAll
Explore the benefits of combining Ayurveda with conventional Parkinson's treatments. Learn how a holistic approach can manage symptoms, enhance well-being, and balance body energies. Discover the steps to safely integrate Ayurvedic practices into your Parkinson’s care plan, including expert guidance on diet, herbal remedies, and lifestyle modifications.
These lecture slides, by Dr Sidra Arshad, offer a quick overview of the physiological basis of a normal electrocardiogram.
Learning objectives:
1. Define an electrocardiogram (ECG) and electrocardiography
2. Describe how dipoles generated by the heart produce the waveforms of the ECG
3. Describe the components of a normal electrocardiogram of a typical bipolar lead (limb II)
4. Differentiate between intervals and segments
5. Enlist some common indications for obtaining an ECG
6. Describe the flow of current around the heart during the cardiac cycle
7. Discuss the placement and polarity of the leads of electrocardiograph
8. Describe the normal electrocardiograms recorded from the limb leads and explain the physiological basis of the different records that are obtained
9. Define mean electrical vector (axis) of the heart and give the normal range
10. Define the mean QRS vector
11. Describe the axes of leads (hexagonal reference system)
12. Comprehend the vectorial analysis of the normal ECG
13. Determine the mean electrical axis of the ventricular QRS and appreciate the mean axis deviation
14. Explain the concepts of current of injury, J point, and their significance
Study Resources:
1. Chapter 11, Guyton and Hall Textbook of Medical Physiology, 14th edition
2. Chapter 9, Human Physiology - From Cells to Systems, Lauralee Sherwood, 9th edition
3. Chapter 29, Ganong’s Review of Medical Physiology, 26th edition
4. Electrocardiogram, StatPearls - https://www.ncbi.nlm.nih.gov/books/NBK549803/
5. ECG in Medical Practice by ABM Abdullah, 4th edition
6. Chapter 3, Cardiology Explained, https://www.ncbi.nlm.nih.gov/books/NBK2214/
7. ECG Basics, http://www.nataliescasebook.com/tag/e-c-g-basics
1. The Power of Positive
Thinking
• Keep your thoughts positive
because your thoughts become
your words,
• Keep your words positive because
your words become your behavior,
• Keep your behavior positive
because your behavior becomes
your habits,
• Keep your habits positive because
your habits becomes your values,
• Keep your values positive because
your values becomes your destiny.
– Mahatma Gandhi
2. Benchmark Reading &Benchmark Reading &
Math DataMath Data
Using Data To Enhance InstructionUsing Data To Enhance Instruction
Gail WhiteGail White
School CounselorSchool Counselor
Martin L. King, Jr. ElementaryMartin L. King, Jr. Elementary
3. Skills Measured
Reading
Words and Phrases
Main Idea
Comparisons
Reference
Research
Math
• Number Sense
• Measurement
• Geometry
• Algebraic Thinking
• Data Analysis
5. Number of students with less than a 50%
likelihood of scoring 3 or higher on FCAT
Reading
0
10
20
30
40
50
60
70
80
90
3rd
4th
5th
• 3rd
Grade
70 out of 102
students
• 4th
Grade
83 out of 137
students
• 5th
Grade
58 out of 97
students
6. Number of students with less than a
50% likelihood of scoring 3 or higher on
FCAT Math
• 3rd
Grade
78 out of 99
students
• 4th
Grade
111 out of 136
students
• 5th
Grade
83 out of 98
students
0
20
40
60
80
100
120
3rd
4t h
5t h
9. Where do we go from
here?
• How do we improve? (Research)
• Developing strategies and action
plans to meet the needs of students
• Team Work: Grade level groups
• Presentation of plans
• Questions, comments, concerns
10. “Children learn in
different ways and at
different rates and
variations should not
be used as a reason to
doubt a child’s
potential or limit that
child’s opportunities to
learn.”
Hart & Jacobi
11. Research
Instructional Strategies that Enhance
Achievement
Getting and Sustaining Attention
Creating Meaning
Semantic Memory
Episodic Memory
Procedural Learning
Engaging Emotions
12. Getting and Sustaining
Attention
Change voice, tone, volume, accent, pace
Use props (bells, costumes, music)
Deliberate use of contrast (change
location)
Balance novelty and ritual
Make students the main show
13. Creating Meaning
• Use graphic organizers
• Have students create graphic organizers
• Ask compare/contrast questions
• Use topic/concept mapping
• Give global overview/pre-view of topic (with
overhead or map) at beginning
• At end of topic, ask students to evaluate proc and
cons, discuss relevance or share models
• Ask compare/contrast questions
14. Semantic Memory
• Teach through rhymes, visualization, mnemonics, music,
discussion
• Use graphic organizers (
Venn diagrams; concept maps, story maps)
• Put important information first and last
• Use music, props, costumes
• Ask students to share what they learned with others
• Use cliff-hangers—Introduce problem one day and work
toward solution the next
• Teach students to use acrostics (Every Good Boy Does Fine)
• Put students in pairs to form quick summary
15. Episodic Memory
• Change location, emotions, movement, novelty
• Connect learning to song, field trip, simulation
• Follow lesson with journal, project, peer teaching
• Do review in varied states (timed tests, public
tests, group presentation, quiz show)
• Create theme days or theme weeks to add color
and interest to learning
16. Procedural Learning
• Enhance emotions in MIDDLE of class
• Role plays, reenactments
• Presentations
• Create songs or raps of key terms
• Build a working model
17. Engaging Emotions
• Use celebrations (high fives, food, music, laughter)
• Use controversy (debated, dialogue, argument)
• Use physical rituals (chants, cheers, clapping patterns,
movements)
• Do shared work (partners, think/pair/share)
• Use movement (improvisation, dance, quiz show games, rap,
stretching, pretend)
• Engage emotions as part of learning (e.g. games, music,
drama)
18. Characteristic of good
teachers
• Stay on students
• Able to control
behavior AND focus
on lesson
• Goes out of the way to
provide help
• Explains until the
“light bulb” goes on
• Provides a variety of
activities through
which to learn
• Is connected to
students (the
relationship is
important)
19. Students Value Teachers
Who…
“Nagging” students communicates a teacher believes the
student can succeed and cares enough to make sure the
work is done.
These teachers:
• Regularly check work
• Provide a regular and visible accounting of missing work
• Call students’ homes to make sure they complete their work
• Act as cheerleader, encourager
20. Students Value Teachers
Who…
• “A good teacher takes time out to
see if all the kids have what they’re
talking about…and cares how they’re
doing and will see if they need help.”
25. Introducing...
• A DATA Collection Form to help you
differentiate instruction based upon
each student needs.
26. Learning Needs: Sunshine State Standards
August 2004
READING
R1:
Words/
Phrases
R2:
Main Idea/
Purpose
R3:
Comparisons
R4:
References
Below 50%
50%-69%
70%-84%
85%-100%
27. Learning Needs: Sunshine State Standards
August 2004
Math
M1:
Number
Sense
M2:
Measurements
M3:
Geome
try
M4:
Algebraic
Thinking
M5: Data
Analys
is
Below
50%
50%-
69%
70%-
84%
85%-
100
%
28. Which child do you stand
for?
• “A hundred years
from now it will not
matter what my bank
account was, the sort
of house I lived in,
or the kind of car I
drove…But the world
may be different
because I was
important in the life
of a child.”
29. References
• Hart, P.J.,& Jacobi, M. (1992). From gatekeeper to
advocate: Transforming the role of the school counselor.
New York: The College Board, obtained through The
Achievement Council. (420 Wilshire Blvd. Suite 420, Los
Angeles, CA 90010, 231-487-3194, fax 213-487-0879).
• Jensen, E. (1998).Teaching with the brain in mind.
Alexandria, VA: Association for Supervision and Curriculum
Development
• Wilson, B. & Corbrett, H. (2001). Listening to Urban Kids.
Albany, NY: SUNY Press.