NBT: Case Study

The newborn and infant physical examination, NIPE, is performed by a qualified NIPE practitioner (Department of Health, DoH, 2015; Public Health England, PHE, 2013), within the first seventy-two hours of an infant’s life. This screening consists of a head-to-toe examination of the infant, including, but not limited to: the heart; the eyes; and the hips. During the examination, the practitioner will take the time to promote good health and wellbeing of the infant, by teaching the family how to identify signs of a well and unwell infant (Someren, 2013). The intention of the examination is to assess whether the infant has any congenital abnormalities (DoH, 2015; PHE, 2013). The NIPE is a developmental examination which is replicated between six and eight weeks after the infant’s birth, to screen for congenital disorders that become prominent in their physiology within this time period.

In order to improve my instructional practices, I analyzed instructional data from district math diagnostic and proficiency assessments. The most recent assessment assessed student’s abilities to count, add and subtract, and their understanding of place value. My students scored below not only the other first grade students at the school, but also all first grade students in the district. 81.6% of my students could count, read, and write numbers to 120. This was an improvement from their diagnostic assessment. However, only 66.7% could relate counting to addition and subtraction, and only 45% demonstrated understanding of place value in two digit numbers.

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[The formal and informal assessments in the learning segments provided direct evident throughout the learning segments as I was able to incorporate relevant and meaningful assessments with my students. In the first lesson, students will be assessed through an observation during the anticipatory activity. I will use a Smart Presentation in this lesson and have the students determine which items have the greatest/least quantity. I will collect the data using my clipboard. In learning experience 2, students will, again, be observed. I will use a checklist ensuring students are able to read quantities from left to right as well as being able to recognize the three key vocabulary terms for this unit –

2. A month after the classroom teacher completed the review unit for multiplication, we began long division. One student was having a very difficult time with long division. The student hadn't quite mastered their multiplication facts, thus, making the long division unit difficult. I printed out a multiplication chart which listed the multiplication tables from 0-12. The student completed the long division unit with confidence using the chart. Additionally, I created and located

The pre-assessment used to establish students’ baseline knowledge and skills for this lesson is first to watch the video https://www.youtube.com/watch?v=9Z2gpbYiEXo. After the video engages the students to bring back prior knowledge, they will be given a white board. The students will work out a subtraction problem on the board for me to see what they already understand about solving subtraction word problems. I will use the data to know what parts of the instruction on how to solve subtraction word problems need to be more emphasized to the students.

[As a result of the step by step direction in the reengagement lesson, I want students to be able fully grasp the concept of addition; and how the knowledge of addition can be used to provide answers to expressions that require the decomposition of numbers totaling 8, 9, 10. The state standard that I am addressing in this reengagement lesson is 1.OA.1 Common Core State standards; use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together,

At the end of the lesson as independent Students will complete a two sided practice worksheet to demonstrate mastery of the objective. This worksheet will provide students the opportunity to practice using a tens frame to add within ten as well as using a tens frame to support the recognition of tens fact families.

Pt. is a 10 y/o African American female presented at NNBHC with a dx of Oppsitonal Defiant Disorder, Mood Disorder NOS and ADHD, who have demonstrated out of control behaviors that are assaultive towards family members in home.

Provide practice: Students will work on a matching worksheet with partner(s) using counting manipulatives. Students will also be provided with homework worksheets for individual understanding.

CM was unable to reach Ms. Williams (caregiver) in regards to 30 Day CFT meeting for Nsilo (youth). CM left caregiver a detailed message and reported CM will be on vacation on Monday, 8/7/17 for upcoming court hearing. CM requested to meet with the family prior to court hearing to conduct 30-day CFT meeting at the youth detention center located in Teterboro, NJ. CM provided caregiver with CM’s contact information.

Since its inception in 1991, ABTPA has provided 265 million dollars of state funding to 628 grants to supplement local law enforcement and public awareness efforts across the state. Subsequent to the creation of TxDMV in 2009, ABTPA has not received a significant increase in appropriations. FY 2011 was ABTPA’s first year completely as a TxDMV line-item under the General Appropriations Act (FY09-10 was still funded by TxDOT). The 81st Legislature appropriated $15,214,355 to ABTPA in FY2011, its largest appropriation as a member of TxDMV to date. Conversely, the appropriations made by the 83rd Legislature $14,907,341 and $14,904,340, for FY2014 and FY2015 respectively, are the lowest ABTPA has received as a part of TxDMV.

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Nejat is the oldest of 4 sisters. She state that she get along with 2 youngest sisters very well. However, she tends to get in an argument with her oldest younger sister. She reported that they do not agree on many things including spirituality and cultural practices. Nejat characterized her sister as “conservative” and “verbally abusive.”

Multiplication by ten gives students opportunity to explore larger numbers, and can also be extended on(Reys et al. ch. 11.4). In addition, multiples of 10 give students the knowledge that all digits move left one place and an additional place hundreths. This concept can be used to introduce the decimal place which is also moving place each time something is multiplied by tens. Exposing students to a range of examples which displays patterns that occur when multiplying by tens and hundreths will generate meaning of digits moving place (Reys et al., ch. 11.4).