] non-contractual services in Arkansas.” That organization was left unnamed. PFH grew rapidly in Arkansas over the past several years, acquiring several smaller nonprofits and becoming one of the largest behavioral health providers in the state. But as PFH’s reach expanded, its leadership team came under increasing FBI scrutiny for their alleged role in illicitly influencing state lawmakers in Little Rock for personal gain. Federal and state investigators have accused multiple former PFH executives of engaging in schemes to bribe Arkansas legislators, embezzle money from the nonprofit and defraud the Medicaid program of millions of dollars through improper billing practices. On June 29, the state Office of Medicaid Inspector General suspended Medicaid payments to PFH and the Department of Human Services began terminating contracts with the provider. Last week, PFH lost an appeal contesting the suspension of its Medicaid reimbursements. 36.2 million in Medicaid funds in Arkansas. PFH operates 45 service sites around the state, providing therapy, mental health services and substance abuse treatment for thousands of patients; it also does business under the names Health Resources of Arkansas, Dayspring and Decision Point.
It employs some 700 people statewide and also operates in Missouri, Oklahoma, Kansas and Illinois. The nonprofit continues to provide services for the time being, but it previously told its employees that it would have to stop operating in Arkansas if DHS terminated its contracts. However, PFH has not yet provided a timeline for closing sites. On Tuesday, PFH spokesman Reggie McElhannon said he couldn’t provide a specific date for when the nonprofit was planning to wind down its operations in Arkansas. We would like to share with you that Preferred Family Healthcare has identified an Arkansas organization to potentially acquire all of our non-contractual services in Arkansas. Our discussions with this entity are extremely promising. Obviously, due diligence efforts are being conducted and we will notify you as soon as possible with specific details. It has been our goal to preserve the teamwork and legacy found throughout the network of locations. To ensure that the future of the Arkansas operations remains strong during the inevitable transition period, please remain diligent to the continuation of quality service. This is especially true for those whose efforts are closely tied with public schools, especially as the start of school nears. Again, we are hopeful that we will be able to confirm an agreement within a relatively short period of time. We certainly recognize the anxiety many of you are experiencing, and we really desire to be able to provide clarity of direction for you very soon.
Polston recommends pregnant people of color ask about their birth team: “Are they working to help you not be afraid? Are they telling you that you can do this? Are they excited for your baby? Polston trains midwives with an eye toward diversifying the profession – more than 90% of nurse midwives are white. Hardeman says: “We can have many Rebeccas if we wanted to. If we can say that this model of care saves money and creates great outcomes, we should invest in it. Polston asks: “Why do we think that increased access to racist institutions will give us a non-racist outcome? The decision to open the birth center was very specifically to provide access. I put it in north Minneapolis because I saw the strategic divestment that took place in this community – and that happens in communities all over the country. Hardeman and Kozhimannil seek evidence supporting this approach to share with health insurers, hospitals and policymakers. “The Affordable Care Act gave healthcare access, but it didn’t address inequities like implicit bias and structural racism. Has receiving care in this culturally-focused birth center done that? ” Hardeman asks. “On a human level, we all want to feel respected, loved, powerful. But Mckinney-Wigley did. “My first visit here, after talking to them, I cried because somebody actually cared. And that’s the biggest thing. Just knowing that you care.
Don’t forget to ask these simple but important questions: “Does your child like school?” and “Why?” or “Why not?” That single line of questioning can give you a lot of information that can be helpful in the classroom. Make a plan. Provide suggestions for activities and strategies to support learning at home. Spend the last few minutes of the meeting on your specific goals for the student. Note the kinds of strategies you’ll use, the length of time you’ll use them, and when you’ll communicate to parents next. Be honest and have a thick skin. It’s your responsibility to give parents or guardians an accurate assessment of students’ academic progress. Sometimes this means delivering bad news. Sugar-coating the facts defeats the purpose of the conference. In addition, you may see some of your students differently than their parents do, and some parents may take your evaluation of their child in a negative or defensive way.
- When can I start having alcohol again
- Deciding where to shop for a policy
- Point out the positives
- Taking time to involve your children in preparing a meal once a week
- 1 SECOND HOLD PAUSE AT TOP, SLOW AND CONTROLLED
If you suspect a student may have a learning disability, however, you don’t need to say that specifically. You can just tell the parents or guardians that you recommend they have their student get an educational evaluation to determine his or her learning style. Follow up. A little thank-you can go a long way. Many parents have to take time off work or hire babysitters to attend conferences, so consider taking the time to thank parents in a letter or email. You can also have students write thank-you notes to their parents or guardians for attending and supporting their learning. In the notes, remind parents to contact you if they have any further questions or concerns. Be sure to contact parents who did not attend and offer alternative ways to communicate about their child’s progress. Communicate regularly. Let parents know what’s going on with their child in an ongoing fashion. Keep families informed about class projects, homework and other assignments, students’ accomplishments, and any problems or concerns that may arise. Enhance your instruction. Now that you know a little more about your students, use that information to make instructional decisions that will help your students achieve and grow in the classroom.
Prescription weight loss medicines are given to you by your doctor. They can help obese people lose weight. They are usually used when diet and exercise alone are not working. People who use these medicines may not feel as hungry. Or they may feel full after eating only a small amount of food. Another type of medicine makes it harder for your body to absorb fat. Prescription weight loss drugs can be helpful when used in combination with a low-calorie diet and regular physical activity. Who uses prescription weight loss medicines? Prescription weight-loss medicines are only for people who are obese. Most of these medicines are designed for people who weigh 20% or more above what is ideal for their height and body type. Or they are used with people who have a high body mass index (BMI). The BMI is a measure of your weight in relation to your height. A BMI of 30 or greater. A BMI of 27 or more and you have a disease or condition that may be related to your weight (this could include diabetes or high blood pressure).