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Texas adult education standards and benchmarks for abe ase and esl learners

Texas adult education standards and benchmarks for abe ase and esl learnersTexas Adult Education Standards and Benchmarks

Open entry/exit:

Benchmark(s):

Estimated time needed to prepare for this lesson plan:

Estimated time needed to complete this lesson plan:

The Lesson Plan

Introduce the lesson: Review previously learned content and create an environment for learning. Remember to not start teaching the lesson just yet, but create interest.

Teach the lesson: Teach the new information or skill.

Practice the lesson: Have the students apply the information from the lesson by practicing a new skill. Remember that the best lessons have more practice than presentation.

Assess the lesson: Assess the students to see if they can perform the skill they just practiced. You may use a variety of assessments, such as a check list, a quiz, or a report-back session.

Apply the lesson to the real world: Create an activity where the students have to apply the new information or skill to life outside the classroom.

Submitted by:

Texas Adult Education Standards Teaching Learning Cycle

Office of population affairs(opa)

Office of population affairs(opa)Office of Population Affairs (OPA)

National Training Centers

Grants made under Section 1003 of the Title X Public Health Service Act provide training for personnel working in family planning services projects described under Section 1001. The purpose of this training is to promote and improve the delivery of family planning services.

Please visit the National Training Centers website at fpntc for more information regarding specific trainings and available resources.

In order to more effectively and efficiently meet Title X training needs in the rapidly evolving health care environment, OPA moved from a regional training model to a national training model for the funding cycle beginning September 1, 2012. Applicants competed to provide training and technical assistance on a national level addressing priority areas identified by OPA. Training Centers are working in tandem and in collaboration with OPA to address the needs of Title X family planning service providers and grantees within their training scopes. Grantees and providers should continue to forward questions regarding training to their Regional Program Consultants.

National Training Center for Coordination and Strategic Initiatives

The National Training Center for Coordination and Strategic Initiatives (CSI) provides coordination for the five training centers and OPA so that the training centers can seamlessly market and deliver training programs and resources to meet Title X grantee and health provider needs. CSI also develops national strategies to address specific priority issues and populations. For more information about this training center visit fpntc .

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Advance care planning

Advance care planningPublications

Australian Commission on Safety and Quality in Health Care - The Australian Commission on Safety and Quality in Health Care (ACSQHC) leads and coordinates national improvements in safety and quality in health care across Australia. Standards 1.18 and 9.8 refer to advance care planning.

Cancer Council - includes an advance care planning fact sheet and template for documenting wishes

eHealth - information for health professionals on the EHealth record

'In the End' DVD - Engaging documentary style video for purchase

Office of the Public Advocate - plain English legal information and instructions about appointing a substitute decision maker and decision making

Care certificate

Care certificateCare Certificate

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The Care Certificate was officially launched in March 2015. It aims to equip health and social care support workers with the knowledge and skills which they need to provide safe, compassionate care.

Employers are expected to implement the Care Certificate for all applicable new starters from April 2015. They will be required to meet its standards before they can work with patients. It replaces the Common Induction Standards (CIS) and the National Minimum Training Standards (NMTS).

Development of the Care Certificate

Health Education England (HEE), Skills for Care and Skills for Health have worked together to develop the Care Certificate, designed to meet the requirements set out in the Cavendish Review .

The Care Certificate has been field tested with a range of employers across health and social care to establish whether its content and proposed delivery activities are fit for purpose.

Guidance for implementing the Care Certificate

HEE, Skills for Care and Skills for Health have made a number of recommendations about the implementation of the certificate:

individuals will need to complete all 15 standards to be awarded the Care Certificate

the Care Certificate should be prioritised by employers for 'new staff, new to care'

12 weeks will remain as the guidance time frame for a full time individual to complete the Care Certificate

the minimum level for quality assurance of the Care Certificate, and the certification itself, will be the responsibility of employers

in addition to events and workshops, a suite of materials will be made freely available for employers to download and use to support them in implementing the Care Certificate.

Guidance has recently been issued to help employers take the necessary steps in readiness for the launch. Find out what action you and your staff need to take by downloading the following documents from the HEE website:

Care Certificate standards - details about the 15 standards to be completed in order to be awarded the certificate

Care Certificate mapping document - information about how the certificate maps to other health and social care resources

Quality assurance

Quality assuranceWhat is QAPI?

?QAPI is defined by CMS as “an initiative that goes beyond the current Quality Assessment and Assurance (QAA) provision, and aims to significantly expand the intensity and scope of current activities in order to not only correct quality deficiencies (quality assurance), but also to put practices in place to monitor all nursing home care and services to continuously improve performance.”

Quality Assurance (QA) = the process of meeting quality standards and assuring that care reaches an acceptable level.

Performance Improvement (PI) = continuously analyzing your performance and developing systematic efforts to improve it; also known as Quality Improvement.

QAPI is not all new; many centers already incorporate elements of QAPI in their daily work. Quality concepts/programs such as continuous quality improvement (CQI), Advancing Excellence (AE) and the AHCA/NCAL National Quality Award program all directly align with the principles of QAPI.

Training facility

Training facilityTraining Facility

by WBDG Staff and Subcommittee

Last updated: 05-25-2010

Within This Page

A professional's need for education and training does not end upon completion of his or her formal schooling years. Today, more than ever, continuing education is paramount to maintaining and enhancing one's skills, especially in response to changes in technology that impact virtually every profession. While most state licensing agencies and professional associations require continuing education credits for professional certification, individuals may seek educational opportunities to achieve other personal and career objectives.

Typically, K-12 educational facilities do not meet the requirements for educating adult students in a continuing education environment. As such, this WBDG building type page addresses the fundamental attributes and features of training facilities designed for adult professionals in particular. Note that this page does not cover specialized technical training facilities, such as pilot flight training, or overnight accommodations provided at some training facilities. Also, academic laboratory and library buildings are covered elsewhere in the Whole Building Design Guide.

Building Attributes

Equipping fixed desks with under-top monitors ensures adequate sightlines between trainers and participants in a classroom.

(Courtesy of KBJ Architects Inc.)

A training facility for adult professionals must have flexible and technologically-advanced learning environments that are safe, healthy, comfortable, aesthetically-pleasing, and accessible. It must be able to accommodate the specific space and equipment needs of the training program and curriculum. Support spaces geared toward adult needs, such as a business station that allows students to carry out some business functions during their training sessions, must be seamlessly integrated into the facility as well.

A. Types of Spaces

A training facility incorporates a number of space types to meet the needs of adult trainees, trainers, and staff. These may include:

Usps post

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Case study-based learning

Case study-based learningCase Study-Based Learning

Enhancing Learning Through Immediate Application

Robert Neumann

Put your new skills into practice.

If you've ever tried to learn a new concept, you probably appreciate that "knowing" is different from "doing." When you have an opportunity to apply your knowledge, the lesson typically becomes much more real.

Adults often learn differently from children, and we have different motivations for learning. Typically, we learn new skills because we want to. We recognize the need to learn and grow, and we usually need or want to apply our newfound knowledge soon after we've learned it.

A popular theory of adult learning is andragogy (the art and science of leading man, or adults), as opposed to the better-known pedagogy (the art and science of leading children). Malcolm Knowles, a professor of adult education, was considered the father of andragogy, which is based on four key observations of adult learners:

Adults learn best if they know why they're learning something.

Adults often learn best through experience.

Adults tend to view learning as an opportunity to solve problems.

Adults learn best when the topic is relevant to them and immediately applicable.

This means that you'll get the best results with adults when they're fully involved in the learning experience. Give an adult an opportunity to practice and work with a new skill, and you have a solid foundation for high-quality learning that the person will likely retain over time.

So, how can you best use these adult learning principles in your training and development efforts? Case studies provide are an excellent way of practicing and applying new concepts. As such, they're very useful tools in adult learning, and it's important to understand how to get the maximum value from them.

What is a Case Study?

Case studies are a form of problem-based learning, where you present a situation that needs a resolution. A typical business case study is a detailed account, or story, of what happened in a particular company, industry, or project over a set period of time.

The learner is given details about the situation, often in a historical context. The key players are introduced. Objectives and challenges are outlined. This is followed by specific examples and data, which the learner then uses to analyze the situation, determine what happened, and make recommendations.

The depth of a case depends on the lesson being taught. A case study can be two pages, or 20 or more pages. A good case study makes the reader think critically about the information presented, and then develop a thorough assessment of the situation, leading to a well-thought-out solution or recommendation.

Why Use a Case Study?

Case studies are a great way to improve a learning experience, because they get the learner involved, and encourage immediate use of newly acquired skills.

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Joint provider surveyor training-qapi and root cause analysis

Joint provider surveyor training-qapi and root cause analysisJoint Provider Surveyor Training-QAPI and Root Cause Analysis

The Joint Provider Surveyor Training is upon us again. The topic for this year is QAPI and Root Cause Analysis. For your convenience sessions are available in Topeka or Wichita.

Our two speakers this year are national trainers in the survey process.

Why You Should Attend:

Joint Training of Kansas providers and surveyors was created with the goal of bringing together Kansas long term care professionals and state surveyors in a way that promotes interaction, growth and understanding. Each Joint Training features a deficiency area with the goal of educating providers and surveyors on acceptable standards of practice. The Kansas Health Care Association has worked closely with LeadingAge Kansas, the Kansas Adult Care Executives, and the Kansas Department of Aging and Disability Services to present this Joint Training session. KHCA is pleased to offer these two one-day sessions to discuss the importance of QAPI and Root Cause Analysis in long term care.

Rick Harris is a retired United States Navy Service Member. Rick Graduated from the University of New Hampshire Summa Cum Laude. After that he graduated from The University of Pennsylvania Law School, obtaining a J. D. He began his career as a staff attorney with the Legal Services Corporation of Alabama. He has worked a long and various career in the field of law. He is an expert in many fields ranging from Leadership and Management, to general law council.

Lisa Tripp is an Assistant Professor at Atlanta’s John Marshall Law School, Atlanta Georgia. She teaches Health Care Law, Torts and Remedies. Professor Tripp practiced health care law and commercial litigation prior to joining the faculty of Atlanta’s John Marshall Law School in 2006. As an attorney for the U. S. Department of Health and Human Services (HHS), Professor Tripp focused primarily on long term care enforcement. She litigated many cases involving physical and sexual abuse, elopements, falls, neglect and substandard quality of care. Professor Tripp currently serves as the Vice Chair of the Leadership Council of The National Consumer Voice for Quality Long-Term Care. She has served on health quality measurement committees and panels for the National Quality Forum and the Medicare Payment Advisory Commission (MedPAC). Professor Tripp received her law degree, with honors, from George Washington University Law School, in Washington, D. C.

Price: $75 before February 4th

$100 after February 4th

February 18, 2014- Topeka - Register Online

February 19, 2014- Wichita - Register Online

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National hospice and palliative care organization

National hospice and palliative care organizationQAPI Resources

NHPCO QAPI Education Offerings and Trainings:

Performance Measures, Quality, and QAPI: The Big Connection

NHPCO QAPI Tools and Resources:

Quality on Display

NHPCO Marketplace QAPI products:

We Can Do This! - Written by NHPCO’s Quality Team the story chronicles “The Adventures of Mary Maven and Hospice of the Good Intentions,” a medium sized hospice which learns to embrace QAPI, Quality Partners and performance improvement while building an organizational culture of quality.

COPs Tools and Tips (CD-Rom) - A set of resource materials to assist providers to implement the 2008 COP’s, developed by NHPCO staff, Regulatory Committee and the National Council of Hospice and Palliative Professionals (NCHPP). Information on QAPI is included.

QAPI: A Step-By-Step Approach - A Corridor Group Publication. A practical guide to planning, developing and implementing a QAPI program.

Performance Measures, Quality, and QAPI: The Big Connection

This session was originally presented by: Jennifer Kennedy, MA, Judi Lund Person, MPH, John Mastrojohn III, MSN, MBA and Carol Spence, PhD at NHPCO’s 2009 Management and Leadership Conference in Washington, DC.

Jennifer Kennedy, MA, BSN, CHC

Jennifer Kennedy is the Regulatory and Compliance Director and Education Nurse Planner for the National Hospice Palliative Care Organization. She has over 25 years of experience as a leader and nurse in diverse healthcare settings in numerous areas of the United States, and has worked in hospice care for the last 16+ years. Jennifer holds a Bachelor’s degree in Nursing from DeSales University and dual Masters of Arts degree in Health Counseling and Case Management from Trinity University in Washington, DC. Jennifer is a certified Healthcare Compliance Professional and Legal Nurse Consultant.

Judi Lund Person, MPH

Judi Lund Person has been the Vice President of Compliance and Regulatory Leadership for the National Hospice and Palliative Care Organization since July 2002. Prior to joining the team at NHPCO, she served for 22 years as the President and CEO of The Carolinas Center for Hospice and End of Life Care. A recognized national leader in the field of hospice and end of life care, Lund Person works with hospice providers on regulatory and compliance issues, data collection, quality, performance measurement and strategic planning. Lund Person spearheaded the creation and launch of NHPCO’s Quality Partners, a national initiative designed to build organizational excellence and improve hospice and palliative care delivery and outcomes.

Lund Person lends her regulatory expertise as a key contact with the Centers for Medicare and Medicaid Services, the Food and Drug Administration, the Medicare Payment Advisory Commission (MedPAC) and many other federal agencies. She also represents hospice and palliative care with many national organizations, including the Alzheimer’s Association, the National Consensus Project for Quality Palliative Care and the Hospice and Palliative Care Coalition. She graduated with honors with a BA degree in Sociology from the University of North Carolina at Greensboro and a Master’s degree in Public Health from the University of North Carolina at Chapel Hill.

Planners: Barbara L. Bouton, MA, FT, and Jennifer Kennedy, MA, BSN, RN, have no relevant financial relationships to disclose.