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Background Tasks Infrastructure Service (BrokerInfrastructure) Defaults in Windows 8

Windows infrastructure service that controls which background tasks can run on the system.

Default Settings

Startup type:Automatic
Display name:Background Tasks Infrastructure Service
Service name:BrokerInfrastructure
Service type:share
Error control:normal
Group:COM Infrastructure
Path:%SystemRoot%\system32\svchost.exe -k DcomLaunch
Registry key:HKEY_LOCAL_MACHINE\SYSTEM\CurrentControlSet\Services\BrokerInfrastructure
  • SeChangeNotifyPrivilege
  • SeCreateGlobalPrivilege
  • SeCreatePermanentPrivilege
  • SeDebugPrivilege
  • SeImpersonatePrivilege
  • SeTcbPrivilege

Default Behavior

Background Tasks Infrastructure Service is a Win32 service. In Windows 8 it is starting automatically during the operating system startup. Then the Background Tasks Infrastructure Service runs as LocalSystem in a process of svchost.exe, sharing it with other services. If Background Tasks Infrastructure Service fails to start, the error details are added to Windows 8 error log. When the operating system startup is complete, the user is being notified that the BrokerInfrastructure service hasn't been started.

Background Tasks Infrastructure Service can't start, if any service from the list below is disabled or not available:

Restore Default Startup Configuration for Background Tasks Infrastructure Service

1. Select your Windows 8 edition and update pack, and then click Download.

2. Save the Win8_BrokerInfrastructure_Service_Startup.cmd file to a local storage device.

3. Run the saved file as an administrator.

4. Restart the computer.

The BrokerInfrastructure service is using the bisrv.dll file that is located in the %WinDir%\System32 folder. If the file is corrupted or deleted, you can put it back in there.

warcinfo:
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software: Nutch 1.6 (CC)/CC WarcExport 1.0
isPartOf: CC-MAIN-2017-09
operator: CommonCrawl Admin
description: Wide crawl of the web for February 2017
publisher: CommonCrawl
format: WARC File Format 1.0
conformsTo: http://bibnum.bnf.fr/WARC/WARC_ISO_28500_version1_latestdraft.pdf


text:
Monday, January 23, 2012

pencils and markers and pens...oh my!

A quick sketch.  Yes, of writing utensils.

I've been super busy with new happenings and new beginnings.  And hopefully new sketches!

Tuesday, October 11, 2011

raspberries redone

I took the photos from my previous raspberries on a stick post and messed around in a computer program that is sort of like Adobe Illustrator.  I could play all day long with this program!

Friday, October 7, 2011

raspberries on a stick

I'm not exactly sure what this is, but it sure does look like raspberries are growing on a stick.  I just found these photos that I took a couple of years ago and I am in love with the colors!  I love the neutral color palette with the pops of plum and turquoise...what a great color story!  I have always been a color is a must that I have color in my life.  Whether it's in my wardrobe, in interior spaces or in nature,  I am always drawn to colorful things!  Speaking of fashion, rumor has it that bright colors are in this season!  Well actually, the rumor is true.  Good thing I work at Ann Taylor Loft....

Thursday, October 6, 2011

nap time

millie + rufus = bff4l

Monday, October 3, 2011

Meet Millie.  She's my best friend's bundle of joy.  Millie is a Boston Terrier who loves all the attention she can get.  She also loves to play tug-o-war, swim in the creek and most of all, snore in her sleep.

Tuesday, September 20, 2011

hiding under a rock

It has been a pretty hectic Summer. I've been trying to soak in my mind that I will no longer be in school and that it is time to find a job, which is definitely a job itself! I've also been to the beach several times, working my part-time job, working at yet another internship, spending time with friends and family, enjoying the outdoors and everything in between. Now that it's the end of Summer, I am really looking forward to Fall, as I always do! As I type this, I am working on my first freelance project for an outdoor living room space..I am pretty excited since this is my first design project since school! We'll see how it goes!

Thursday, July 14, 2011

tomato, tomahto

One of my favorite things about Summer is the home-grown produce, especially tomatoes!


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In-Line Fuel Filter
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Fram In-Line Fuel Filter

Part No. G3606 Warranty Details

See if this part fits a specific vehicle.

Check Vehicle Fit

This high-volume accessory is designed to promote efficient fuel injection performance. FRAM® offers exceptional domestic and import fuel filter coverage to meet the needs of virtually all engine configurations.

Product Features:
  • Designed for use in modern fuel injection systems and with oxygenated fuels
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Height:3.5 in
Inside Diameter:5/16 Tube Connector
Outside Diameter:1.5 in
Check out the specials in our monthly flyer.
Disclaimer We strive to keep all information accurate and up-to-date; however, product availability, pricing, promotions and store hours are subject to change without notice. Please contact Customer Care if you have any questions or corrections.


text:
Learning Perl, 7th Edition
Making Easy Things Easy and Hard Things Possible
Publisher: O'Reilly Media
Final Release Date: October 2016
Pages: 394

If you’re just getting started with Perl, this is the book you want—whether you’re a programmer, system administrator, or web hacker. Nicknamed "the Llama" by two generations of users, this bestseller closely follows the popular introductory Perl course taught by the authors since 1991. This seventh edition covers recent changes to the language up to version 5.24.

Perl is suitable for almost any task on almost any platform, from short fixes to complete web applications. Learning Perl teaches you the basics and shows you how to write programs up to 128 lines long—roughly the size of 90% of the Perl programs in use today. Each chapter includes exercises to help you practice what you’ve just learned. Other books may teach you to program in Perl, but this book will turn you into a Perl programmer.

Topics include:

  • Perl data and variable types
  • Subroutines
  • File operations
  • Regular expressions
  • String manipulation (including Unicode)
  • Lists and sorting
  • Process management
  • Smart matching
  • Use of third party modules
Table of Contents
Product Details
About the Author
Recommended for You
Customer Reviews
Buy 2 Get 1 Free Free Shipping Guarantee
Buying Options
Immediate Access - Go Digital what's this?
Ebook:  $33.99
Formats:  DAISY, ePub, Mobi, PDF
Print & Ebook:  $43.99
Print:  $39.99


text:
Understanding AC Circuits
By Dale Patrick, Stephen Fardo
Publisher: Elsevier / Newnes
Final Release Date: December 1999
Pages: 172

Understanding AC Circuits covers the second half of a basic electronic circuits theory course, integrating theory and laboratory practice into a single text. Several key features in each unit make this an excellent teaching tool: objectives, key terms, self-tests, lab experiments, and a unit exam. This new edition has been thoroughly revised and updated by the authors to reflect the latest information on electronics.

Understanding AC Circuits is designed with the electronics beginner and student in mind. The authors use a practical approach exposing the reader to the systems that are built with AC circuits making it easy for beginners to master even complex concepts in electronics while gradually building their knowledge base of both theory and applications. Each chapter includes easy-to-read text accompanied by clear and concise graphics fully explaining each concept before moving onto the next. The authors have provided section quizzes and chapter tests so the readers can monitor their progress and review any sections before moving onto the next chapter. Each chapter also includes several electronics experiments, allowing the reader to build small circuits and low-cost projects for the added bonus of hands-on experience in AC electronics.

Understanding AC Circuits fully covers dozens of topics including single-phase and three-phase AC electronics; electrical generator basics; how to use a multimeter and oscilloscope in AC electronics; troubleshooting and testing circuits; tools and equipment; resistive circuits; inductive circuits; capacitive circuits; vector diagrams; series circuits; transformers; filter circuits; resonant circuits; decibels; waveshaping control; electronic symbols; soldering techniques; plus much more.

Integrates theory and lab experiments
Contains course and learning objectives and self-quizzes
Heavily illustrated

Product Details
Recommended for You
Customer Reviews
Buy 2 Get 1 Free Free Shipping Guarantee
Buying Options
Immediate Access - Go Digital what's this?
Ebook:  $82.95
Formats:  ePub, Mobi, PDF


text:
Stuffed Peppers – Indian Appetizer Recipe

There are a lot of variations to Stuffed Peppers. Try this recipe for our version of Peanut Stuffed Peppers made with mild and flavorful Anaheim peppers. They are great appetizer or snack idea. Roll one up in a Chapati and enjoy it on the go!

Anaheim Peppers – 4 large (any mild pepper will work)
Roasted Peanuts – 1 cup, roughly crushed
Salt – to taste
Turmeric Powder – 1/4 tsp
Coriander Powder – 1 tsp
Dry Mango Powder (Amchur) – 1 tsp
Red Chili Powder – to taste
Oil – 1 Tbsp

1. Make a lengthwise slit in the peppers and remove the seeds.
2. In a bowl, mix together Crushed Peanuts, Salt, Turmeric Powder, Coriander Powder, Dry Mango Powder and Red Chili Powder.
3. Generously fill Peppers with the peanut mixture.
4. Lightly coat outside of peppers with a little oil (using pastry brush or hands).
5. Place Peppers in a microwave safe dish and microwave for 3 minutes. Check the peppers and turn if necessary. Microwave for additional 2 minutes (or more as necessary – peppers should wilt a little but still hold their shape).
6. Heat little Oil in a flat skillet. Place peppers on the skillet to brown them. Flip the peppers and brown other side also. Some peanuts may spill out – it’s ok.
7. Remove from skillet and serve hot or at room temperature.

Tip: Buy similar size peppers so they cook evenly.

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Archive for Sunday, January 9, 2011

County fire crews responding to fire near Lone Star Lake; additional grass fire reported in area

January 9, 2011

Emergency crews are responding to a two-alarm structure fire in the 700 block of East 661 Diagonal Road, near Lone Star Lake.

Smoke and occasional flames were observable from the road and multiple departments were on scene.

The call regarding the fire came in around 2:15 p.m. As of 3:45 p.m., crews were still working at the scene.

The fire started as a grass fire, but spread to buildings near the site of the fire, according to information provided on the emergency scanner.

At around 4:25 p.m., emergency dispatchers received reports of another grass fire in the 2300 block of N. 600 Road, which is just southwest of Clinton Lake. According to dispatchers, the grass fire was about an acre large and heading west, though it was not heading toward a structure at this point.

Use the comment form below to begin a discussion about this content.

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text:
Simonis cloth is made in Belgium... it always has and always will be.

The Code of Federal Regulations (CFR) in the United States REQUIRES Country of Origin marking on all cloth that was not made in the United States.

We're proud of our history and we are proud that Simonis always has been and is still made in Belgium. However, some distributors are not as proud of where their cloth is made.

Every retailer should know where the cloth they sell is manufactured and they should be able to let you know as well. This is your right as a consumer.

Refer to Code of Federal Regulations (CFR) for imported goods (sections 19 CFR 134.11 and 19 CFR 134.26)

View Simonis Cloth Colors

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The Cloth of Champions® is a registered trademark of Iwan Simonis, Inc.
All images and content contained on this website are copyright ©2017 Iwan Simonis Inc.
Use without express permission is prohibited.

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The Putting Yips Reboot

In Putting Tips by The Golf Drill Guru1 Comment

For those of you who suffer from the yips, it doesn’t seem to matter what “cure” you try, because nothing works. What you have to realize is that the yips is a mental issue, not a swing fault. Your brain is telling your wrists to twitch before impact, because your brain is not 100% sure of the putt you’re about to make. What you need to do is re-boot your brain thinking process when it comes to putting. Forget all the missed short putts, and lost strokes are start the learning process over again. A great way to do this is to forget about the hole entirely.

Lets face it the hole is a small target, too small, and you need to think BIG. Work on your basic putting setup and alignment to a range bucket or towel from 10 feet away. Your successes will improve… and so will your confidence in your putting. With this approach, you can start trusting your putting stroke again and your yips should go away. Once you become more confident with your fundamentals, and you have successfully re-booted your putting stroke using the larger target… slowly work your way down to the hole again.

  1. Denny

    Getting rid of the yips with the putter is not an easy thing. Your mind must take control and confidence and trust in your swing is key to making putts. Most of us have decent technique, we just need to trust our read and our swing and let it go.

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Monthly Archives: December 2015

Locke Residence Fireplace Reveal

December 17, 2015

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We have so many of our clients coming to us on the regular to add some custom work to their beautiful, but builder grade, model homes. This is a great example of just that! Long before TVs made their way into the home, family would gather around the fireplace. We love that this area of a home is a great way to make it a beautiful focal point.

Our amazing client had a fun personality and we wanted her fireplace to be a reflection of her youthful spirit. The original fireplace was your typical cookie cutter fireplace. What happens often in these mass-produced homes is where you should add a statement, the builders will oversee the great opportunity to make it something special. That’s where us Sisters come in!

To keep things simple and the cost down we demoed the dry walled pop-out. Then, we selected a beautiful, handmade custom tile that our client had been eyeballing for a while. A layer of beautiful tile and trim was all we needed. The cherry on top of the tile work was this solid, reclaimed mantel that we were able to hand select with our client.

To pretty this up for the holidays, we added a little something something for our client to enjoy!

File0055 File0056 File0078 File0058 File0114

Now, Christmas is the best time of year to dress your mantel!!! As you can see we had fun with this fireplace. Again, we kept it simple. Like they say, less is (usually) more. Creating a winter scape with snow and trees to match the existing decor creates a soft Christmas feel instead of your overwhelming red and green. Mixing the metallics with the wood tones help create this vibe. Then, we topped it off with the brass candle holders as well, and the soft metallic stockings were hung with care! An easy, simple and festive transformation.

The Sisters

Holiday Gift Guide

December 13, 2015

holidays.2015Oh, the holidays! One of the few times a year where asking, or hoping, for gifts is totally acceptable. We rounded up a few of what we’re hoping is under the tree!

Susanna // 1. For our rocker chicks…I’m currently eyeing these bad gals! Obsessed and think every girl needs a shiny pair of ankle boots! 2. For our big spender, I stumbled across these jewelers on Instagram and have been stalking them daily! This ring is the best way to tell some one you love and appreciate them. 3. For the women on the go, like us Sisters, this tote will help keep your things organized! Now, if only it would keep my thoughts organized! 4.We all need power at times, right?? How adorable is this Iphone Charger! A great stocking stuffer or gift for your gal pals! 5. I just got myself a new laptop and you better believe this guy is on my list this year! Drooling!

Elaina // 6. I can’t always get what I want here in Bali. Sometimes it requires a plane ride or hitting up someone’s luggage space who is flying in. I’m running low on my signature scent and feeling anxious about it as wearing perfume is what I do everyday no matter what. This is my scent. Been moving through Fresh scents since I was in my early 20s. I seem to change every 5-7 years. I think this one may last a bit longer. 7. I’m a huge fan of Jai Vasicek over at Ahoy Trader and his tiles make for great gifts that can fill that small little spot on the wall that needs that little something. 8. I’m a sucker for good candles. I have a sensitive sense of smell (say that ten times fast) and so when it’s a good one, it can set the mood for everything. Not only do I know the beautiful soul behind this magic but I’ve tried and tested the product and it is oh so good. I’ll have one of everything please. 9. This time of year I really start to miss home and the crisp cold air. I dream about being cold and missing my boots and sweaters. I’m obsessing over this little number soon to be on sale with my girls over at Sea and Wander. Kinda funny I dream about being cold so I can wear warm clothes to feel warmer as I sit here dripping in my own sweat from the tropical heat that is Bali right now… Doesn’t make sense! 10. I’ve always been a bit obsessed with coffee table books and I think they make for great gifts. I started following Humans of New York a while back on instagram and love all the amazing stories. A good coffee table book will interest your guests and make for some great conversation. This one is on my list for sure!

Happy shopping!! XOXO

Ten on Ten – Susanna of 4 Corners

December 9, 2015

Wow, December 10th already!? Where has the year gone? Today is our monthly feature, Ten on Ten, which is ten photos taken on the hour on the tenth of each month. We are happy to have our very own Susanna Samaniego give us an inside look at her day!

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 Waking Up. I would love to tell you that I wake up and drink my water with lemon, then meditate and finish with a green juice. But the reality is I do not know how to do anything without a cup of coffee first.  My sweet man Tyler even wakes up before me and gets the pot brewing. As I stumble out of bed, no make up and ratty hair, Tyler hands me my cup and I sit on the sofa (typically with my dog Luna but she wasn’t behaving for this photo) and chat Tyler’s ear off about how I have big plans for this world and life of mine 😉

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8am. Motivation.  My cute Nikes and fabulous area rug cheering me on as I debate working out or not. If we are being honest…Some days I work out and some days, I don’t!

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 Breakfast Time. Breakfast time before I hit the office. My new local favorite is  Better Buzz. It’s a bit trendy and I often hope I don’t run into anyone but they have GF bread and nothing makes me happier than a good avocado. Yes, that is also coffee #2.

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 Office Love. After breakfast I head to the office. This is when the beautiful chaos begins. I check emails, organize for the day and check in on our current projects.

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Sourcing. This is what I do. I find fabulous things, pick a coordinating fabric and then make it work!

12pm. Starvation.  Time to re-fuel.  A handful of our clients are in the Rancho Santa Fe and Del Sur area, therefore I find myself driving through RSF on the regular. My favorite lil cafe to stop in and have lunch is Thyme In The Ranch. Home made goodies like this Curry Ginger and Carrot soup, with a small caprese salad and yes…Coffee #3.

1pm.  More Sourcing.  Back at it! Testing driving some sofa’s. Loving this one.

2pm. I swing by the house and pick up my Luna baby for an afternoon walk of dog park run. Fur babies are the best babies. My mother wouldn’t agree with me. But Luna and Us are doing just fine!

3pm.  Back at the Office. Time to check in our concepts and looks. Re-cap and organize for the next day.

5pm.  A beach walk. To forget about the days work and reflect on the important things in life. Like, catching up on my Walking Dead episodes as soon as I get home, put my nappy Jams on and get cozy.

Good night! Thanks for following me. XO

Sea + Wander

December 2, 2015

seawander3 Screen Shot 2015-12-01 at 4.15.43 PM Screen Shot 2015-12-01 at 4.15.29 PM Screen Shot 2015-12-01 at 4.35.08 PM cournteymaria (1 of 1)seawander

A unique and different approach to retail, where fashion meets social and helps support our community. With a flare of chic conscious living, Sea + Wander boutique offers a variety of products that meet the demand of our client’s life style. Every product is sourced with care and considered for it’s uniqueness.  We aim to partner up with companies that give back to their community.  It also features a kid area inspired by the both of the owner’s children, a space where they can explore and be creative, or enjoy reading while mom shops and socializes with other moms. They will be carrying all of our favorite brands for women, children, and your home! Elaina and I have been friends with the girls for years, and they are long time North County locals. The owners, Courtney and Maria,  have impeccable taste in all things fashion, decor and product so us sisters are beyond thrilled and excited that they have decided to team up.

They are currently looking for a permanent location to allow moms to shop while their kids are entertained. How cool is that?! They will offer kids classes, mom and baby classes, crafts, etc… All about the mom and the kid while still being fabulous! You can shop their pop up starting December 4th for the holiday and come next year, look out for these ladies and their permanent shop location!!

The Sea + Wander Pop-up Shop will be held at SAID Space Gallery located at 766 N. Coast Highway, Encinitas, CA 92024. Opening night is December 4th from 3-7pm. Click here to see their Instagram for more sneak peeks at the awesome brands they will be carrying!

Xoxo and happy shopping!


text:
Page Redirection
Monthly Visitors 52K
Global Rank 201933
Estimated Price $9,036

Domain age of is 21 years. Traffic is around 49K visitors during previous month, which corresponds to 201933 place in the global site ranking. During this month, traffic to site has increased by 5% compared to previous month, and equals to 52K visitors. Estimated potential revenue of this site may be up to $251 per month. We did not find any sites that have the same ID at Analytics and/or Adsence. According to our information, it is safe to visit

Monthly Visitors

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Feb'17 (est) 52K
Jan'17 (est) 49K
Dec'16 (est) 57K
Nov'16 (est) 55K
Oct'16 (est) 62K
Sep'16 (est) 60K
Aug'16 (est) 76K
Jul'16 (est) 81K
Jun'16 (est) 96K
May'16 (est) 89K
Apr'16 (est) 97K
Mar'16 (est) 92K
Feb'16 (est) 83K
Jan'16 (est) 69K
Dec'15 (est) 73K
Nov'15 (est) 81K

SiteGur Score

Now loading ...
Feb'17 753
Jan'17 -1882
Dec'16 302
Nov'16 -1385
Oct'16 381
Sep'16 -3042
Aug'16 -248
Jul'16 -1243
Jun'16 650
May'16 -864
Apr'16 970
Mar'16 684
Feb'16 1596
Jan'16 242
Dec'15 -1152
Nov'15 -831

Traffic Source

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Estimated Cost and Revenue value: $9,036

Daily Ads revenue: $8

Monthly Ads revenue: $251

Yearily Ads revenue: $3,012

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Other information creation: 21 August 1995 expired: 20 August 2015 information first time archived: 10 November 2007 last time archived: 04 July 2015 how many times: 1347

Whois report

Domain Name:
Registry Domain ID: 835094_DOMAIN_COM-VRSN
Registrar WHOIS Server:
Registrar URL:
Updated Date: 2015-08-17T05:21:47Z
Creation Date: 1995-08-22T04:00:00Z
Registrar Registration Expiration Date: 2017-08-21T04:00:00Z
Sponsoring Registrar IANA ID: 299
Registrar Abuse Contact Email:
Registrar Abuse Contact Phone: +1.8887802723
Domain Status: clientTransferProhibited
Registry Registrant ID:
Registrant Name: Domain Administrator
Registrant Organization: Advance Digital, Inc.
Registrant Street: 3100 Plaza 5, Harborside Financial Center
Registrant City: Jersey City
Registrant State/Province: NJ
Registrant Postal Code: 07311
Registrant Country: US
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Admin City: Jersey City
Admin State/Province: NJ
Admin Postal Code: 07311
Admin Country: US
Admin Phone: +1.2014592888
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Registry Tech ID:
Tech Name: Domain Administrator
Tech Organization: Advance Digital, Inc.
Tech Street: 3100 Plaza 5, Harborside Financial Center
Tech City: Jersey City
Tech State/Province: NJ
Tech Postal Code: 07311
Tech Country: US
Tech Phone: +1.2014592888
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text:
Women's Men's Fashion Handmade Leather Shoes, Boots BED|STU Shop for women's shoes, women's boots, men's shoes, men's boots environmentally and sustainably handmade with the free range leathers. Free Shipping in the U.S.
Monthly Visitors 29K
Global Rank 362350
Estimated Price $5,040

Domain age of is 16 years. Traffic is around 23K visitors during previous month, which corresponds to 362350 place in the global site ranking. During this month, traffic to site has increased by 22% compared to previous month, and equals to 29K visitors. Estimated potential revenue of this site may be up to $140 per month. We did not find any sites that have the same ID at Analytics and/or Adsence. According to our information, it is safe to visit

Monthly Visitors

Now loading ...
Feb'17 (est) 29K
Jan'17 (est) 23K
Dec'16 (est) 28K
Nov'16 (est) 38K
Oct'16 (est) 28K
Sep'16 (est) 29K
Aug'16 (est) 38K
Jul'16 (est) 24K
Jun'16 (est) 28K
May'16 (est) 31K
Apr'16 (est) 34K
Mar'16 (est) 32K
Feb'16 (est) 31K
Jan'16 (est) 42K
Dec'15 (est) 77K
Nov'15 (est) 13K

SiteGur Score

Now loading ...
Feb'17 2086
Jan'17 -537
Dec'16 -3060
Nov'16 2970
Oct'16 -1476
Sep'16 -2932
Aug'16 4432
Jul'16 -1675
Jun'16 -767
May'16 -600
Apr'16 556
Mar'16 -849
Feb'16 -2607
Jan'16 -6680
Dec'15 1855
Nov'15 -9041

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Hashtag trend robs artists' powerful lyricism: Hip-Hop Weekly

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Do you ever struggle to make comparisons in your speech and accidentally leave the ‘like,' or ‘as' out of your metaphors and similes?

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Although in colloquial English, this might sound strange, as of late, it has become quite common in hip-hop.

This phenomenon of leaving out the crucial "like" or "as" from a simile or metaphor has a term within the hip-hop community: hashtag rap.

During a Nov. 2 interview with Funkmaster Flex on the radio station Hot 97, rapper Kanye West claimed to have started the fad.

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On the chorus of the track, West raps, "Here's another hit…Barry Bonds," leaving out a connecting word between the noun and the baseball player.

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Examples of hashtag rap in popular music include, "Swimmin' in the money, come and find me…Nemo," and "Hang it up…Flatscreen," rapped by Drake and Minaj, respectively.

Despite the varying opinions on these immensely popular artists, many agree that this style of rapping does nothing to further the genre.

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Military and Commercial Cargo Mission Needs Presentation to Massachusetts Institute of Technology Subject 16.886 Air Transportation System Architecting.

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1 Military and Commercial Cargo Mission Needs Presentation to Massachusetts Institute of Technology Subject 16.886 Air Transportation System Architecting 2/26/04 Blaine K. Rawdon, Boeing Phantom Works

2 Introduction The cargo world attempts to solve a very complex mission (problem) This presentation outlines the elements of the problem but does not define a specific mission I have been trying to understand this subject for a few years now – I may only be a few weeks ahead of you (if that)! This presentation is non-linear – Requires integration by the student after the fact… Military and commercial needs are similar in structure – Widely different values – Military values very dependent on situation

3 General Problem Object of the game: Devise a goods creation and distribution system that creates greater value than it costs – Measure of merit varies Elements of the system include: – Creation of the goods (manufacturing, mining, farming) – Distribution – Customers

4 General Solution Provides overall production/transport architecture to maximize an economic measure This optimization results in the need for global distribution of goods – System seeks a balance between production and transport costs: Low-cost or expert labor Mass production Product type consolidation (cars in Detroit, movies in LA) Farmland Proximity to market Good transport system access Etc Production and distribution are a linked system

5 Transport Problem The problem pertains to the distribution of non-human objects (not electronic information) – Humans are self-loading cargo and are a special case not addressed here Chief difference between people and cargo is that peoples time is generally much more valuable than cargos – Transoceanic transport: » Cargo: 99% ship, 1% air (by weight) » People: 1% ship, 99% air (approximately) – As a result, cargo systems are much different than passenger systems Addressing the transport problem in isolation from production, the object is to obtain the lowest total cost of transport

6 Total Distribution Cost Object of logistics systems is to minimize Total Distribution Cost (TDC) TDC is the total cost of transporting goods – Sum of cost of transport and cost of holding inventory Cost of transport is fees paid to carriers (ship, truck, etc) Annual cost of inventory is typically a fraction of the value of the inventory – This fraction is called Inventory Carrying Cost Typical fraction is 25%, but depends heavily on actual goods, timing – Diamonds have low ICC, food has high ICC Consists of interest, depreciation, taxes, insurance, losses, warehouses

7 Depreciation Depreciation is the most powerful and variable factor in ICC Depreciation refers to loss of potential value over time Depreciation may not be linear at all – Seasonal variation If you get the air conditioners in one month late they may be onthe shelves for 10 months –very expensive Lots of stuff is seasonal! – Spoilage Food is worth less than nothing after it spoils Depreciation may pertain to loss of value in the larger system, not just the cargo proper – Airplane on ground, factory halted, troops die, etc Obsolescence and Hits – Rapid technical change can cause high depreciation Michael Dell says his computers depreciate 1%/week! – Inability to deliver a hit product will result in a loss of sales – Military version of obsolescence and hits pertains to war Value of time can be very, very great in wartime

8 Cost of Transport Cost of transport is split into two parts: – Direct operating cost – Indirect operating cost Direct operating cost pertains to vehicle operation – Fuel, crew, vehicle depreciation, maintenance, etc Indirect operating cost pertains to other costs – Sales, cargo handling, administration, profit, etc Sum of direct and indirect operating costs is cargo rate

9 2002 Cargo Rates Air and Ocean Cargo Rate ($/ton-nm) on Great Circle Basis $0.18/ton-nm + $450/ton (=$0.18 + $0.15 per ton-mile @ 3000 nm) $0.025/ton-nm + $25/ton (= $0.025 + $0.008 per ton-mile @ 3000 nm) Great Circle Distance (nm) Container Ships Aircraft

10 Comments on Cargo Rates Rates decline with range – Much of indirect operating cost is independent of range Cargo handling, sales costs dont depend on range – So indirect cost per mile is less at greater ranges Ships are much less expensive than airplanes – Ships are very efficient: L/D ~400 – Ships indirect costs are much less than airplanes Large containers, mechanized loading Trend curves can be approximated by a simple formula – Rate = cost/ton-nm + cost/ton Cost/nm can be thought of as DOC Fixed cost can be thought of as IOC Scatter in rates due to two factors – Asymmetrical demand (east versus west for instance) – Airplane main deck pays full rate, belly cargo rides for ~IOC,

11 Total Distribution Cost TDC = (cargo rate * tons * nautical miles) + (time * cargo value* ICC) SO TDC/ton-nm = cargo rate + (1/speed * cargo value/pound * ICC * 0.2283) Where units are $, tons, nautical miles, knots

12 Total Distribution Cost Plot shows relationship between value, ICC, TDC and speed – For three vehicle systems Y-intercept is cargo rate, slope is proportional to 1/speed – Note that speed is not vehicle speed alone, but entire supply chain speed. Very important! Line for WIG is speculative Fast, intermediate-cost vehicles can provide lower TDC for some types of goods 0.80 0.70 0.60 0.50 0.40 0.30 0.20 0.10 0.00 Ship Standard Air Cargo Ultra-large, land-based WIG 0 5 10 15 Value per Pound x Inventory Carrying Cost ($/lb) Total Distribution Cost ($/ton-nm) Check out this reference: B. K. Rawdon, Z. C. Hoisington, Air Vehicle Design for Mass-Market Cargo Transport, AIAA 2003-0555, 2003

13 Supply Chain The supply chain refers to all the steps in the transport process in which the goods are out of service – So ICC applies to all of the inventory in the supply chain In transit Waiting between transport modes At the origin being built up At the destination being broken down In the store until sold – An alternate definition of supply chain may include all the time your money is out of service Some companies pay for the goods before they are manufactured

14 Inventory Inventory is expensive – Typically 25% of value per year Inventory performs several functions: – Buffer between a relatively steady production and an intermittent transport – Safety stock to assure an acceptable level of service (acceptable likelihood of delivery) A function of system schedule reliability Also a function of variability and predictability of demand – Buffer to connect two asynchronous transport modes – Buffer to build inventory sufficient for efficient transport Between transport modes There is room for improvement in reducing inventory – Perfect knowledge would be a good start

15 Inventory Drivers Frequency of service – More frequent service reduces inventory at origin and destination – Reduces period between asynchronous transport modes Reliability of service from a schedule standpoint – Vehicle may be late – Vehicle may not be available (full) – Reliable service permits reduced safety stock Uncertain ship availability drives shippers crazy Variability of demand Predictability of demand Supply chain architecture

16 Variability Variability in demand influences supply chain architecture Variability is roughly proportional to the square root of the quantity involved. – Large quantities provide proportionally less variability 10/100 versus 100/10,000 (10% versus 1%) – This favors reduced product differentiation, centralized distribution centers However: – Customers prefer differentiated products – Centralized distribution centers have longer delivery distances Architecture must balance quantity, differentiation and distance – Compare warehouse store with corner hardware store – Compare mail-order with local store – Some organizations use different architecture within same system High-value goods centralized, low value goods dispersed

17 Predictability of Demand Suppliers attempt to match supply to demand at optimum price –Some architectures force long lead times (time between order and delivery) This reduces predictability since market or competition may change in the meantime Note that lead times can be cumulative – Many products are the sum of numerous separate products, sometimes serial Market serves as feedback for production –Long lag time between production and market feedback reduces precision of control Very expensive mistakes Exacerbated by seasonal aspect – cannot fine-tune over the long run Some architectures improve responsiveness despite long supply chains –Restaurants: generalized, low-value inventory held until the last moment when custom product is created –Dell Computer: same as restaurant –Last minute allocation: Mass order on ships, allocated to specific regions or stores just before docking according to present demand

18 Vehicle Size In transport systems, bigger is usually more efficient – Ships: Volume/wetted area; Reynolds number; Froude number – Faster and more efficient More cargo per crew – Airplanes: Volume/wetted area; Reynolds number More cargo per crew Structural penalty of large size (wing bending mostly) is offset by other benefits (compact fuselage) However, large size implies lower schedule frequency – Optimum system must balance transport cost reduction of larger vehicle with reduced inventory of smaller vehicle Because airplanes generally carry goods with greater value or ICC, they will tend to be smaller than ships – As world traffic increases, vehicles tend to increase in size

19 Node Number Total Distribution Cost is influenced by the number of nodes (ports, distribution centers, stores, etc) –Fewer nodes result in more frequent service and/or larger vehicles In the case of ships, fewer ports means that the cargo must travel farther on more expensive trucks or trains –Number of ports must balance the value of frequent service and larger vehicles with the increased cost of surface transport Casual observation indicates a tendency toward few, major ports In the case of airplanes, fewer airports means the cargo must travel farther in slower surface vehicles –Must balance value of frequency of service and vehicle size with slower delivery –Note that for airliners there are approximately one zillion airports worldwide The number for cargo is much less because cost is more important than time –Route structure design can improve schedule frequency by combining loads In the case of distribution centers, fewer, larger centers are more efficient and require less safety stock (lower variability), but are farther from their customers – Cargo transport into distribution centers is typically less expensive that cargo going out Packaging efficiency, variation due to quantity The size and/or number of nodes may increase over time as traffic increases

20 Supply Chain Speed Supply chain speed drives Total Distribution Cost (TDC) – More important for goods with high value per pound, high depreciation Supply chain speed driven by: – Vehicle speed – Supply chain architecture – Vehicle size Optimum supply chain architecture driven by: – Vehicle speed, size and cost – Value and ICC of goods – Distance between origin and destination

21 Alternative Supply Chain Architectures Factory to Factory Factory Factory Via ship Supply Chain ~5 wks Factory Via air Supply Chain ~1 wk Key Input/output Inventory Manufacturing Ground transport Ocean transport Air Transport

22 Ship Time and Cost Profile NYC to Rotterdam – a Direct, Best Case Route Destination - Rotterdam Cost ($US) 0 200 400 600 800 1000 1200 1400 1600 18002000 Moving container to consignee Storage at inland depot Unloading container at inland depot Road transport, port terminal to inland depot Clearance and inspection Tranfer from stack to road trailer Waiting in stack Transfer to stack Tranfer/unloading off ship Containership travel time (NY-Rotterdam) Transfer/loading onto ship Unstacking and transfer to terminal trailer Waiting in stack Transfer from road trailer to stack W aiting for admission to port terminal Road transport to port terminal Loading container on road trailer Container waiting for pickup after stuffing Moving container from loading ramp to storage Origin - New York 0 20 40 60 80 100 120 140 160 Hours Source: Cost of Operations and Time for Shipping a 40 Container; in APECs Congestion Points Study, Phase III, Best Practices Manual and Technical Report, Volume 2 Sea Transport, Feb. 1997, p. 105. Move to back-up

23 Alternative Supply Chain Architectures Factory to Store to Customers Factories (n) Loads by product Loads by store DC Stores Customers ~20 wks Internationa l ~8 weeks Store for Stores Loads by store DC Stores Customers Loads by store Factories (n) Domestic ~3 days Cross-Dock ~6 wks

24 Alternative Supply Chain Architectures Factory to Store to Customers Loads by product Factories (n) Loads by store DC Stores Customers ~10 wks (0 hrs from order) International w/ Foreign DC ~4 weeks Store for Stores Loads by store DC Stores Customers ~6 wks (0 hrs from order) International w/ Foreign Cross Dock ~3 days Cross-Dock at airport Loads by store Factories (n)

25 Alternative Supply Chain Architectures Restaurant / Dell Computer Model Kitchen Customers Fridge Loads by ingredient Factories (n) ~2 wks? (~30 minutes from order) ~1 week? Low-value inventory Restaurant Loads by component Factories (n) Fridge ~3 wks? (4 days from order?) ~1 week? Lower-value inventory Dell Computer Model

26 Alternative Supply Chain Architectures Offshore Dell Computer Model Loads by component Factories (n) Fridge ~3 wks? (5 days from order?) ~1 week? Lower-value inventory Offshore Dell Computer Model

27 Alternative Supply Chain Architectures Foreign Cars Factory General, speculative load Foreign Cars w/ DC 2 weeks? Car lot for dealers Customers ~8 wks? Can be 0, 1, or 10 weeks from order Loads by dealer DC Dealer ~6 wks? Can be 0 or 8 wks from order Factor y Load per dealers order Dealer Customers Foreign Cars w/o DC

28 Alternative Supply Chain Architectures Foreign Cars, Global Mail Order Factor y Load per customers order Dealer Customers ~1 wk? (~2 wk from order?) Foreign Cars Built to Order Factor y Load per customers order Customers ~1 wk (~1 wk from order) Consumer Goods from Manufacturers Inventory

29 Some Observations The value of speed comes from: – Reduced time in transit – The ability to reorganize architecture Its not just the long trip that hurts. Its also the slow feedback loop. – Between demand and supply – Seasonal or time-sensitive demand exacerbates this Fast transit can tighten the feedback loop Fast transit can permit customer to obtain goods from greater distance with acceptable delay – Global mail-order

30 More Observations It used to be that one went to a store or show to obtain information about goods – Information now flows for free via Internet Often one can find better info on web than in store This supports global mail order It may be that the best architecture combines more than one system – Slow and cheap plus fast, responsive and expensive The tweeter has less throw than the bass speaker

31 How to Determine Cargo Mission Needs Examine current production/transport/customer system in a field of interest. – Evaluate value and ICC of goods, cost of system Generate alternative system architectures – Include production, transport and customer characteristics Generate alternative transport vehicles Evaluate alternative system architectures – Primarily against total economic performance – Consider applications of the architecture beyond your chosen field, especially for the vehicle – Consider the future – Consider what competition can do to you Choose the best one – This defines your mission

32 Some Potential Systems of Interest Military deployment – Currently performed with transport and tanker airplanes, ships, dispersed US bases, prepositioned materiel, forward bases and ports, etc Transport of food – Elements to consider: Wealthy northern hemisphere, poorer southern; offset seasons Perishability, seasonality increase ICC Factory to factory – Serial buildup of lead times Car manufacture and delivery – Current system appears to have large inventories, is seasonal – Global manufacture may cause serial buildup of lead times Design, tooling, components, assembly, delivery Leads to over or under production, less advanced products

33 More Potential Systems of Interest Manufacture and delivery of consumer products – Currently a wide mix of system architectures What about housing? –Can you make houses in China and put them up in Kansas? What about health services? –Can you have a roving specialist (or general) hospital? Example is Orbis, an eyesight hospital in a DC-10

34 Cargo Airplanes I suspect that your analysis will show that cargo airplanes have a substantially different mission than passenger airplanes In the past, commercial cargo airplanes were derived from airliners to save development cost – It may be now that the cargo market can support a purpose-built cargo airplane Your analysis may show that a low cargo rate is more important than speed – This requires an emphasis on low DOC and IOC – Note that speed is good for productivity and therefore DOC What airplane type provides the lowest cargo rate?

35 Questions

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Disability Adjusted Life Years Possibilities and Problems Trude M. Arnesen, Ole Frithjof Norheim.

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Presentation on theme: "Disability Adjusted Life Years Possibilities and Problems Trude M. Arnesen, Ole Frithjof Norheim."— Presentation transcript:

1 Disability Adjusted Life Years Possibilities and Problems Trude M. Arnesen, Ole Frithjof Norheim

2 Plan of the lecture What are DALYs? What is the Global Burden of Disease? What can they be used for? How are DALYs constructed? Are DALYs valid? Are DALYs just? Summary

3 What are DALYs? DALYs = Disability Adjusted Life Years A common measurement unit for morbidity and mortality Facilitates comparisons of all types of health outcomes

4 Possible use of DALYs Quantitative analysis of the burden of disease Analysis of cost-effectiveness of alternative interventions Selection of a package or list of interventions deliverable within the available budget JL Bobadilla, WHO: 1996

5 What is the Global Burden of Disease study? Backed by the WHO and the World Bank A quantitative overview of the burden of disease world-wide Combines information about loss of quality of life with traditional epidemiological information on mortality All health outcomes are expressed in DALYs

6 Possible use of the Global Burden of Disease Study Epidemiological surveillance of trends across borders and over time Projections for future burden of disease Basis of information for decision-making on priorities in health research and health policy

8 How are DALYs constructed? A DALY is a health outcome measure with two main components –Quality of life reduced due to a disability –Lifetime lost due to premature mortality.

9 DALYs due to living with disability (Red area measures DALYs. Red + white is a “normal” life) 82,5 YEARS NO DISABILITY

10 DALYs due to early death (Red area measures DALYs. Red + white is a standard life) NO DISABILITY 82,5 YEARS

11 DALYs due to disability and premature death combined. NO DISABILITY 82,5 YEARS

12 Calculation of DALYs (age-weighting and discounting are omitted for didactic reasons) The calculation of DALYs of a woman who has been deaf since she was 5 and dies when she is 50: ( Disability weight of deafness is set at 0.33) : Number of healthy life years × the disability weight of full health (0) + life years with disability (50) × disabilty weight for deafness (0,33) + life years lost (30) × the weighting of death (1) 5 × 0+ 45 × 0,33 + 30 × 1 = 47.35 DALYs

13 DALYs and QALYs DALY is a modification of QALY (Quality Adjusted Life Years). Both concepts combine information about length of life and quality of life. A DALY is a negative QALY.

14 Relation between QALYs and DALYs DALYs = healthy years lost QALYs = healthy years gained NO DISABILITY 82,5 YEARS

15 How are disability adjustments made? The methods used to assign a disability weightings to life years is a critical part of the DALY approach. –Diagnostic groups must be chosen and defined. –Descriptions of those diagnostic groups are developed. –The health states are assigned a disability weight to indicate the relative severity of each health state.

16 Current method used for weighting disability Disability weights are obtained by posing two different Person Trade-Off (PTO) questions to expert panels PTO1 compares life extensions for disabled and healthy people PTO2 compares cures for illness with extension of life

17 Other choices behind DALY In addition to adjusting the value of life years with disability weights, and chosing a particular life expectancy, the value of a life year is modified by Discounting –the value of a life year now is set higher than the value of future life years Age weighting –life years of children and old people are counted less

18 Age-weights

19 The effect of age-weighs and discounting

20 Calculating DALY score, with age weighting and discounting. Girl, 5 years old, with below-knee amputation who lives until she is 82,5: DALYs= life years lived with disease (77,5) × disability weight (0,3) × age- weight (a 1 )× discounting factor (d 2 ) 77.5 × 0.3 × a 1 × d 2 = 10.5 DALYs

21 PROBLEMS of the DALY approach Is it true? –Questions of the validity of the results Is it just? –Questions of the distribution between groups

22 General problems of validity What is “Quality of Life” or “Disability weighting of life years”? Can quality of life be measured in a single and precise number? Does the same health problem have equal impact on different persons or groups? Is there a general agreement to underlying value choices: discounting, age weighting and choice of life expectancy

23 Validity problems of the current PTO protocol Lack of simplicity, difficult to understand Forced consistency between two questions that are essentially different Impossible to answer that all individuals are equally valuable The expert panel may not represent the values of other people

24 Validity problems of epidemiological estimates Epidemiological data for Africa, Latin America and Asia are crude estimates. The uncertainty of the figures of prevalence, may be hidden in the seemingly mathematical rigor of the results. Lack of uniform diagnostic criteria. I.e. what do we mean by “depression”?

25 Justice The DALY approach has been criticised for discriminating –the young –the elderly –future generations (future health benefits) –the disabled –women

26 The young The 5-year-old girl in the example above yielded 10,5 DALYs. However, the DALY score without age- weight and discounting would be 77.5 × 0.3 = 23,3 DALYs This result is twice as high, and would give her a higher priority.

27 The elderly In the literature on justice in health care, many agree that given a choice, it is more important to save young adults than the very old. This view is captured by the DALY (as a time based measure) itself. Additional weights implies ‘double counting’, and remains controversial.

28 Future generations The practice of discounting future benefits is also controversial. From society’s viewpoint, why should a life year now be of more value than a life year twenty years ahead? The implications for preventive services versus curative services are significant. Preventive interventions are given less weight.

29 The disabled The DALY approach opens for including chronic illnesses and disabilities in cost- utility calculation. This is an improvement. On the other hand, the current person trade-off protocol explicitly assumes that lives of disabled people have less value and implies that disabled people are less entitled to health resources to extend their lives

30 Example of results In the protocol behind the present Global Burden of Disease, a life year for 1000 healthy people has been set as equally valuable as one life year for –9524 people with quadriplegia –2660 blind people –1686 people with Down's syndrome without cardiac malformation –1499 deaf people –1236 infertile people WHO has announced a change in approach.

31 Women Underlying value choice: Standard expectation of life at birth is 82.5 years for women, 80 years for men The ‘true’ gender gap is greater Gender gap is adjusted to correspond to ‘biological differences in survival potential’ Critique: Might underestimate burden of disease for females relative to males

32 Summary The Global Burden of Disease study provides a quantitative overview of the burden of disease world-wide, expressed in DALYs. The DALY combines traditional epidemiological information on mortality with information about loss of quality of life and several value choices. The value choices, as well as the epidemiological data underlying the study are heavily debated. This lecture has reviewed some critical aspects of the validity of DALYs and some implications for distributive justice.

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Response to Intervention: Blistering Questions - Searing Answers EED Winter Education Conference Informing Instruction: Improving Achievement W. David.

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1 Response to Intervention: Blistering Questions - Searing Answers EED Winter Education Conference Informing Instruction: Improving Achievement W. David Tilly III, Ph.D. Heartland Area Education Agency 11 January 18, 2007 Correspondence about this presentation should be directed to David Tilly, Heartland AEA 11, 6500 Corporate Dr., Johnston, IA 50131. Email is, (515)

2 Questions and Answers From many sources NASP Listserve National Association of State Directors of Special Education Presentations Around the Country Misinformation Coming Out From Various Avenues Comments on Regulations Ongoing Conversations Answers are based on best information at the time Some of the questions in the presentation arent in the handout Areas Assessment Due Process and Procedural Safeguards System Impacts

3 Assessment

4 Can We Just Do RtI and Forget the Problem Solving? No Problem solving is the decision making framework upon which each tier of RtI is built The same thinking structures are used at each level of the model

5 Problem Solving

6 Relationship Between Heartland Problem Solving Model and 3-Tier Model INTENSITY OF PROBLEM LowHigh Low High Amount of Resources Needed

7 A New Way to Look At the 3- Tier Model

8 RtI Guiding Questions 1. Is the core program sufficient? 2. If the core program is not sufficient, why isnt it? 3. How will needs identified in the core be addressed? 4. How will the effectiveness and efficiency of the core be monitored over time? 5. Have improvements to the core been effective? 6. For which students is the core program sufficient or not sufficient and why? 7. What specific supplemental and intensive instruction is needed? 8. How will supplemental and intensive instruction be delivered? 9. How will effectiveness of supplemental and intensive instruction be monitored? 10. Which students need to move to a different level of instruction? These Repeat for Supplemental Intensive

9 Will comprehensive evaluations change as a result of RtI? If so, how? Yes Remember, Full and Individual RtI changes in the nature of the comprehensive evaluation away from testing for eligibility to an organization of data already collected on the students instructional progress for planning increasingly intense interventions. The regulations indicate that districts can choose RtI or a discrepancy model, but there is no point in a discrepancy model if RTI is in place. (NASDSE, 2006)

10 Illustration for Students with Disabilities (e.g., Melissa) WISC-III Woodcock Johnson – R Stanford Diagnostic Reading Test Motor Screen Bender Teacher Interview Speech Screening Health History Social History Educational History Intervention Summary Review Vision-Hearing Screening Parent and Teacher Interviews CBM Normative Comparisons Curriculum-Based Evaluation Survey-Level Curriculum-Based Evaluation Specific-Level Procedures Our Old SystemOur New System

11 300.304 Evaluation Procedures (4) The child is assessed in all areas related to the suspected disability, including, if appropriate, health, vision, hearing, social and emotional status, general intelligence, academic performance, communicative status, and motor abilities; Emphasis Added

12 Due Process and Procedural Safeguards

13 At what point in the RtI process must parents be notified of their Due Process Rights? Same as always: When someone reasonably asks the questions whether a student might have a disability Criteria for suspecting disability Both Intensity and Severity of problems

14 What protections are in the RtI system to protect parents and students rights? Many Due process as a continuum Students doing fine get less than students who are challenged All or Nothing - NOT Protections Invitation early Consistent and effective communication about whats important The Trigger Progress monitoring data

15 Is it legal to collect individual student performance data without getting parental permission? Qualified yes Depends on why youre doing it General education instruction and improvement Special education entitlement decisions Omnibus notice is important

16 IDEIA 04 Regulations § 300.302 Screening for instructional purposes is not evaluation. The screening of a student by a teacher or specialist to determine appropriate instructional strategies for curriculum implementation shall not be considered to be an evaluation for eligibility for special education and related services. (Authority: 20 U.S.C. 1414(a)(1)(E))

17 Given that we only have 60 days to complete a comprehensive evaluation, how can we do that and still maintain RtI integrity? There are a few keys here 1. Do not define the levels structurally (e.g., 1 = general education, 2 = title 1, 3 = special education) 2. Do not require a SPED referral prior to general education interventions 3. Do not get permission for testing prior to implementing general education interventions 4. Remember the purpose of your actions

18 Can parents request a comprehensive evaluation in RtI systems? Certainly, parents can request anything they want to request They cannot, however, dictate what that comprehensive assessment will be That is a professional decision guided by your state rules Do not fight with parents over this!

19 Doesnt the Federal Law require that we give IQ tests to identify students with disabilities? No The federal law does not require you to give any specific kind of tests The requirements for assessments are very broad

20 IMPORTANT POINT There is tremendous flexibility within IDEA One of Iowas greatest learnings as a state was that we did it to ourselves That is, most of the restrictions we perceived as barriers to changing what we were doing – they were self imposed by our states interpretation of the Federal Law and Regulations

21 Federal Law and Regs are Prescriptive About Few Things in Assessment and Intervention §300.304 Non discriminatory on a racial or cultural basis Administered in child's native language Validated for specific purpose for which they are used Administered by trained personnel in conformance with the instructions provided by their producer

22 Federal Law and Regs are Prescriptive About Few Things in Assessment and Intervention §300.304 No single procedure may be used for determining an appropriate education Using technically sound instruments The evaluation must be conducted by a multidisciplinary team Include assessments to assess educational need - not just IQ The child must be assessed in all areas related to the suspected disability

23 Federal Law and Regs are Prescriptive About Few Things in Assessment and Intervention §300.304 The evaluation is sufficiently comprehensive to identify all of the child special education and related services needs Assessment tools and strategies that provide relevant information in determining the educational needs of the child are provided

24 Federal Law and Regs are Prescriptive About Few Things in Assessment and Intervention §300.304 A variety of assessment tools and strategies are used to gather relevant functional and developmental information about the child... That may assist in determining the content of the childs IEP, including information related to enabling the child to be involved in and progress in the general curriculum

25 However….. Your state may require specific things Iowas learnings - we did it to ourselves How we interpret federal law at a state level has profound impact on the things we do day to day in our schools

26 Evaluation type, frequency, and percentage of total assessments in Heartland AEA 11 1997-2002 Assessment Type Initial EvaluationsRe-Evaluations Functional Academic Assessment8,513 (51%)5,201 (47%) Communication2,985 (18%)851 (8%) Behavioral Assessment2,037 (12%)1,817 (16%) Health808 (5%)481 (4%) Social Functioning688 (4%)589 (5%) Hearing542 (3%)234 (2%) School Readiness404 (2%)215 (2%) Motor Functioning333 (2%)454 (4%) Vision175 (<1%)140 (1%) Educational History111 (<1%)149 (1%) Vocational99 (<1%)908 (8%) Intellect15 (<1%)7 (0%) Grand Total16,71011,046 Number of Students Assessed8,1895,027 What Happened: Assessments

27 If we dont use IQ tests in identification of disability, will families still have access to external agencies that need these data (e.g., SSI, Voc. Rehab)? Generally yes It is important for the educational system to be working with community, state and federal agencies to ensure access What is your systems responsibility to provide other systems with data? Think how you can influence this process…

28 Cognitive processing is part of the SLD definition in the IDEIA statute, shouldnt we be assessing cognitive processing as part of our LD comprehensive assessments?

29 Answer The Department does not believe that an assessment of psychological or cognitive processing should be required in determining whether a child has an SLD. There is no current evidence that such assessments are necessary or sufficient for identifying SLD. Further, in many cases, these assessments have not been used to make appropriate intervention decisions. However, § 300.309(a)(2)(ii) permits, but does not require, consideration of a pattern of strengths or weaknesses, or both, relative to intellectual development, if the evaluation group considers that information relevant to an identification of SLD. In many cases, though, assessments of cognitive processes simply add to the testing burden and do not contribute to interventions. As summarized in the research consensus from the OSEP Learning Disability Summit (Bradley, Danielson, and Hallahan, 2002), Although processing deficits have been linked to some SLD (e.g., phonological processing and reading), direct links with other processes have not been established. Currently, available methods for measuring many processing difficulties are inadequate. Therefore, systematically measuring processing difficulties and their link to treatment is not yet feasible * * *. Processing deficits should be eliminated from the criteria for classification * * *. (p. 797). Concerns about the absence of evidence for relations of cognitive discrepancy and SLD for identification go back to Bijou (1942; 4 see Kavale, 2002). Cronbach (1957) characterized the search for aptitude by treatment interactions as a hall of mirrors, a situation that has not improved over the past few years as different approaches to assessment of cognitive processes have emerged (Fletcher et al., 2005; Reschly & Tilly, 1999)

30 References Bradley, R., Danielson, L., & Hallahan, D.P. (Eds.). (2002). Identification of learning disabilities: Research to practice. Mahwah, NJ: Erlbaum. Bijou, S.W. (1942). The psychometric pattern approach as an aid to clinical assessmenta review. American Journal of Mental Deficiency, 46, 354–362. Kavale, K. (2002). Discrepancy models in the identification of learning disabilities. In R. Bradley, L. Danielson, & D.P. Hallahan (Eds.). Identification of learning disabilities: Research to practice (pp. 370–371). Mahwah, NJ: Erlbaum. Cronbach, L.J. (1957). The two disciplines of scientific psychology. American Psychologist, 12, 671–684. Fletcher, J.M., Denton, C., & Francis, D.J. (2005). Validity of alternative approaches for the identification of LD: Operationalizing unexpected underachievement. Journal of Learning Disabilities, 38, 545–552; Reschly, D.J., & Tilly, W.D. (1999). Reform trends and system design alternatives. In D.J. Reschly, W.D. Tilly, III, and J.P. Grimes (Eds.). Special education in transition: Functional assessment and noncategorical programming. Longmont, CO: Sopris West.

31 A Few Key Clarifications From the USDE Question: Many commenters requested more detail and specific guidelines on RTI models, such as information on who initiates the RTI process and who should be involved in the process; how one ensures there is a strong leader for the RTI process; the skills needed to implement RTI models; the role of the general education teacher; how to determine that a child is not responsive to instruction, particularly a child with cultural and linguistic differences; the number of different types of interventions to be tried; the responsibility for monitoring progress; the measurement of treatment integrity; and ways to document progress.

32 Answer There are many RTI models and the regulations are written to accommodate the many different models that are currently in use. The Department does not mandate or endorse any particular model. Rather, the regulations provide States with the flexibility to adopt criteria that best meet local needs. Language that is more specific or prescriptive would not be appropriate. For example, while we recognize that rate of learning is often a key variable in assessing a childs response to intervention, it would not be appropriate for the regulations to set a standard for responsiveness or improvement in the rate of learning. As we discussed earlier in this section, we do not believe these regulations will result in significant increases in the number of children identified with SLD.

33 Is the intent of RtI identification of LD kids? No The goal of RtI is to deliver evidence-based interventions and the second is to use students response to those interventions as a basis for determining instructional needs and intensity (NASDSE, 2006) Data from RtI practices can be used for a variety of purposes, including as ONE COMPONENT of the data that may be collected for special education identification

34 Entitlement for Special Education Educational Progress DiscrepancyInstructional Needs Assessment and Progress Data From Problem Solving Process Group and Individual Interventions Convergence of Data from a Variety of Sources

35 System Impacts

36 What are the major phases of RtI Implementation? Consensus Building Infrastructure Building Implementation

37 In a 3-tier model, you said that tier 3 is not just special education, can you explain? Significant problems if we do this Tier 3 is the most intense level of intervention - not special education. A student who does not respond to these intense interventions MAY qualify for special education: either the intensity or type of intervention required to improve student performance either exceeds the resources in general education or are not available in general education settings There are students with intensive learning needs that will not qualify for SPED ELL Not exposed to SBRR C and I Talented and gifted

38 Isnt RtI just another way of doing prereferral intervention? RtI is more than prereferal services It is a comprehensive service delivery system that requires significant changes in how a school serves all students. When thought of as a prereferral system, it remains the province of special education and the desired integration of general education and special education services around the goal of enhanced outcomes for all students will not be achieved Prereferral implies referral Can be perceived by the system as the new way to get kids in SPED

39 Doesnt implementing RtI move us toward a noncategorical special education system? No The issues of RtI and Noncategorical are separate issues You can have one and not the other

40 Possible Systems RtI Not RtI Categorical Noncategorical Yes Probably Not Given new Regs, it is unclear What not Rti Is and if thats possible. Lets take a look…

41 To Diagnose LD, We Must 300.309 (a) The group described in § 300.306 may determine that a child has a specific learning disability, as defined in § 300.8(c)(10), if (1) The child does not achieve adequately for the childs age or to meet State-approved grade-level standards in one or more of the following areas, when provided with learning experiences and instruction appropriate for the childs age or State-approved grade-level standards (i) Oral expression. (ii) Listening comprehension. (iii) Written expression. (iv) Basic reading skill. (v) Reading fluency skills. (vi) Reading comprehension. (vii) Mathematics calculation. (viii) Mathematics problem solving. Within Person Stuff

42 To Diagnose LD, We Must 300.309 (2)(i) The child does not make sufficient progress to meet age or State approved grade-level standards in one or more of the areas identified in paragraph (a)(1) of this section when using a process based on the childs response to scientific, research-based intervention; or (ii) The child exhibits a pattern of strengths and weaknesses in performance, achievement, or both, relative to age, State-approved grade level standards, or intellectual development, that is determined by the group to be relevant to the identification of a specific learning disability, using appropriate assessments, consistent with §§ 300.304 and 300.305; Within or Between Person Stuff

43 To Diagnose LD, We Must 300.309 (b) To ensure that underachievement in a child suspected of having a specific learning disability is not due to lack of appropriate instruction in reading or math, the group must consider, as part of the evaluation described in §§ 300.304 through 300.306 (1) Data that demonstrate that prior to, or as a part of, the referral process, the child was provided appropriate instruction in regular education settings, delivered by qualified personnel; and (2) Data-based documentation of repeated assessments of achievement at reasonable intervals, reflecting formal assessment of student progress during instruction, which was provided to the childs parents. RtI Stuff

44 To Diagnose LD, We Must 300.309 (c) The public agency must promptly request parental consent to evaluate the child to determine if the child needs special education and related services, and must adhere to the timeframes described in §§ 300.301 and 300.303, unless extended by mutual written agreement of the childs parents and a group of qualified professionals, as described in § 300.306(a)(1) (1) If, prior to a referral, a child has not made adequate progress after an appropriate period of time when provided instruction, as described in paragraphs (b)(1) and (b)(2) of this section; and (2) Whenever a child is referred for an evaluation. (Authority: 20 U.S.C. 1221e–3; 1401(30); 1414(b)(6)) RtI Stuff

45 Since RtI is new, shouldnt we be moving slowly? After all, the old system wasnt all that bad. According to at multiple consensus reports, the old system WAS that bad Wait to fail Delaying effective treatment Use of less than research- based strategies Progress not monitored systematically Many, many children remain nonreaders

46 Which is better, a problem solving system or a standard treatment protocol? Which should we implement? This question is a red herring The answer is: Both Putting them in competition misses the point.

47 How Does it Fit Together? Group-Level Diagnostic Std. Treatment Protocol Addl. Diagnostic Assessment Instruction Results Monitoring Individual Diagnostic Individualized Intensive weekly All Students at a grade level Fall Winter Spring Universal Screening None Continue With Core Instruction Grades Classroom Assessments Yearly ITBS/ITED Group Diagnostic Small Group Differen- tiated By Skill 2 times/month Step 1 Step 2Step 3Step 4 Supplemental 1-5% 5-10% 80-90% Core Intensive

48 How Does it Fit Together? Uniform Standard Treatment Protocol Addl. Diagnostic Assessment Instruction Results Monitoring Individual Diagnostic Individualized Intensive 2x weekly All Students at a grade level Fall Winter Spring Universal Screening None Continue With Core Instruction Grades Classroom Assessments Yearly ITBS/ITED Step 1 Step 2Step 3Step 4 Supplemental 1-5% 5-10% 80-90% Core Intensive 2-4 times/month None Small Group, all less than proficient students get the same, balanced, research-validated instruction

49 Where can I go to get more information on individual skills assessment related to instructional programming? A really good sources is Ken Howells work Howell, K & Nolet, V. (1999). Curriculum-Based Evaluation - Teaching and Decision Making. Pacific Grove, CA: Brooks-Cole. NASP has a LOT of resources: Shinn, M. R., Walker, H. M., & Stoner, G. (Eds.) (2002). Interventions for academic and behavior problems II: Preventive and remedial approaches. Bethesda, MD: National Association of School Psychologists.

50 Isnt the research base on RtI limited to beginning reading? No We know most about reading The research is catching up with math We have a lot of information on RtI in social- emotional-behavioral areas It is called Positive Behavior Supports A substantial body of research exists to demonstrate the impact of an RtI model on the current system (e.g., referral rates, risk indices) as well as student variables (e.g., achievement). Fewer studies exist on the long-term outcomes for students from both models.

51 Are there any experimental studies comparing RtI to the historical system? No, and there probably wont be any The question is not of great interest Outcomes of the historical system are known Outcomes from many RtI implementations are known The important question is one of scaling which is a different research question than one invoked when we ask whether practices like RtI are effective or implementable

52 If we implement RtI, wont we lose school psychologist positions? Cant teachers do all that stuff? The data are to the contrary Aware of no large-scale RtI implementations nationally where school psychologists have been dramatically cut Heartland case in point Over 10 years ago, 35 psychologists Now circa 62 in line psychologist positions More in specialty roles It is up to us

53 It is up to us… We dont want to do this..

54 What knowledge will be necessary to build in the system to do RtI? Knowledge and skills influence educator efficacy. Levels of efficacy serve as good predictors of levels of practice implementation. PD plan must ensure solid understanding of RtI, including: difference between the deficit and risk models of student performance and the assessment methods germane to each model (assessment for identification and instructionally relevant assessment); difference between the intensity of a problem (gap between actual and desired performance) and the severity of a problem (determined by response to intervention);

55 What knowledge will be necessary to build in the system to do RtI? relationship between the problem-solving model and RtI; range of interventions at Tiers 1, 2 and 3; central role that assessment of instructional quality plays in RtI; need for a wide range of empirically validated instructional practices in both general and special education programs; impact of using RtI on placement outcomes, funding patterns and job security; essential role that progress monitoring measures play in RtI; and importance of determining appropriate interventions based on student data.

56 What skills will be necessary to build in the system to do RtI? Skills represent the practice component of knowledge and are derived from the breadth of the knowledge base. Skills that are not taught in the context of the knowledge base will not be sustained. Skills necessary to implement RtI include: assessing instructional quality with relevant assessment practices (e.g., CBM, CBE, DIBELS); judging instruction quality (class performance) and individual student levels of risk (response) through interpretation of assessment data; making accurate decisions regarding improving instruction quality, selecting high-quality supplemental interventions and developing instructional accommodations; making reliable student eligibility decisions; collaborating and communicating; and using technology to manage, display and disseminate assessment data.

57 What happens to the placement rate of students in LD programs when the RtI approach is used instead of the discrepancy formula? In many cases, it goes down Vail, AZ Heartland AEA 11, IA documented reductions in special education placement rates during the first years of RtI implementation, particularly for grades K-3. These reductions in placements occur concurrently with basic skill improvement within the same population. fewer children are being placed in special education because more children are (1) being identified earlier via objective universal screenings; (2) are receiving intensive, scientifically validated instructional interventions early in their education; and (3) as a result, are more successful at acquiring basic skills.

62 Will the patterns of strengths and Weaknesses/RtI option currently permitted in IDEA 2004 result in differential placement rates across school districts? Yes, there will be a difference in placement rates depending on the option chosen by an LEA. The discrepancy option has a documented history, which is largely responsible for the advocacy to change the federal law and regulations. Variations in placement rates is not a new phenomenon.

63 What is the relationship between RtI and adequate yearly progress (AYP)? There is a direct and positive relationship between RtI and AYP. RtI aligns student needs with appropriate instruction. Assessing a students performance and adjusting instruction based on response increases the likelihood of positive outcome AYP is a measure of academic proficiency. Improved proficiency is reflected in the schools and the LEAs AYP measures.

64 Question: How do you spell AYP?

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