August 14, 2004
Latest Revision March 24, 2007

Version 2.0

These checksheet items are aligned to the study materials in the Prometheus Reports, formerly webbed at freezoneamerica.org, and currently webbed at http://www.freezoneearth.org/Prometheus04/index.htm

PRE-REQUISITES:

1. Clear as adjudicated by a competent C/S	C/S sign_________________________
2. OT I, or Section 1	C/S sign_________________________
3. C/S OK for Section 2 from whoever is going to C/S the level	C/S Sign_________________________
4. Student Hat or Clearbird equivalent (NOT the BSM or equivalent)	Student sign_________________________
5. Solo Course	Student sign_________________________
6. Is in PT a competent solo auditor	Section 2 Course Sup sign_________________________

SOLO BRUSH-UP. Before starting this checksheet, the student must have completed a thorough solo course and MUST be a competent solo auditor. This does not mean "has read a whole bunch of stuff on the Internet". It means what it says. Hopefully the student will have recently completed the Solo Course and OT I/Section 1 and won't need any additional training and can go straight onto Section 2. What is required to achieve this is best determined in a thorough interview, probably performed by the Section 2 Course Supervisor. Included in the interview would be a check of the student's confidence and competence in the range of skills of a solo auditor, both theoretical and practical. Part of it would be a demonstration on the meter of some relevant solo drills and solo meter-drills. From this an appropriate retread can be worked out, including theory study, drilling, and maybe some light solo assists auditing from Solo Part 2, the auditing part of the Solo Auditor's Course.

HOW THIS COURSE IS STUDIED. Study Tech is to be applied in full throughout this course. "Demo" would usually mean just drawing something out in a diagram for oneself. It could include working something out in clay for oneself--it does not need to be checked out by another. Per the PL "Use of Demonstration", it does NOT mean shuffling a few paper clips around. The clay demos are checked out by the supervisor, and are marked "Sup pass" accordingly. All the items marked *rate (star-rate), which includes all the theory study items, are to be *rated, with no fast flow allowed. No exceptions. This includes anyone labeled "fast flow" or "superliterate" or anything else. Some drills are done by the student alone; some with a coach. Drills are continued until the student can perform perfect procedure at length. The purpose is to equip the student to deal correctly with whatever may come up in a Section 2 session, even if under stress and partly anaten (groggy). The two final drills MUST be passed by the supervisor. No exceptions.

Student's Name_____________________________________________

Date Started_________________ Date Completed_________________

The sign-off lines are for the person concerned to put his initials and date. The date is important, and it should be clear what the year is although it is not necessary to repeat it on each line. "PA 8/22" or similar is what is intended. The pre-printed "N/A" on a sign-off line means "Not Applicable". But every one of the blank sign-off lines is applicable, and each one needs to be signed and dated by the person concerned, depending on which column it is in.

VERY IMPORTANT NOTE TO STUDENT: Per "Standard Tech", the supervisor does not have to know the materials of a course thoroughly. But on this course, it is not a good idea for you to depend on someone verifying your competence who doesn't show such competence himself. And if the C/S you are going to depend on doesn't know the materials thoroughly, as detailed on this checksheet, how is he going to C/S your sessions? How will he monitor if you are following correct procedure or going astray? It is strongly recommended that before you agree with someone to "get you through" this level, you spot check them on their understanding of various parts of the procedure and admin. You don't have to know it all thoroughly before you do a spot-check, but they should. If they flunk, they should brush up. If they continue to flunk, run for your life and be thankful you didn't get ripped off.

					Initials	and	date
					Student	Coach/twin	Sup
			SECTION ONE: OUTLINE
1 .	*rate	Prm Article	Clear and Pre-OT II		_______	_______	_-N/A-_
2 .	Sup pass	Clay Demo	The exact point when a being goes Clear.		_______	_-N/A-_	_______
3 .	Student	Demo	A Clear with an "OT Bank".		_______	_-N/A-_	_-N/A-_
4 .	*rate	Prm Article	Structure of the Bank		_______	_______	_-N/A-_
5 .	*rate	Prm Article	What You Audit on Pre-OT Two		_______	_______	_-N/A-_
6 .	*rate	Prm Article	A Map of the Pre-OT II Implants		_______	_______	_-N/A-_
7 .	*rate	Prm Article	Ten Identical Runs		_______	_______	_-N/A-_
8 .	Student	Demo	How the different runs and implants relate to each other.		_______	_-N/A-_	_-N/A-_
9 .	Student	Demo	The importance of staying in the correct run.		_______	_-N/A-_	_-N/A-_
10 .	Student	Demo	The real dates of an implant and implanted false dates for that implant.		_______	_-N/A-_	_-N/A-_
11 .	*rate	Prm Article	Basic Procedure		_______	_______	_-N/A-_
12 .	Student	Demo	How long you run an item for before going on to the next one.		_______	_-N/A-_	_-N/A-_
13 .	Student	Demo	What you would do while running this level if you got an interesting idea about something to explore.		_______	_-N/A-_	_-N/A-_
			SECTION TWO: AUDITING INSTRUCTIONS
1 .	*rate	Prm Article	The Pre-OT II Platens		_______	_______	_-N/A-_
2 .	Sup pass	Clay Demo	How following a platen that gives a map of an implant differs from normal non-evaluative auditing.		_______	_-N/A-_	_______
3 .	*rate	Prm Article	Early to Later		_______	_______	_-N/A-_
4 .	Student	Demo	The sequence in which you address the items in the implants in the runs.		_______	_-N/A-_	_-N/A-_
5 .	Coach	Drill	Write out a "Apples platen", just these numbered items on a sheet of paper, one under the other: 1. Eat Apples 2. Eat No Apples 3. Crunch Apples 4. Crunch No Apples 5. Chew Apples 6. Chew No Apples 7. Swallow Apples 8. Swallow No Apples Cover the platen up with a sheet of opaque paper. You may need to staple two sheets together to ensure it is opaque. Set up a meter and hold the solo cans in the usual hand, but don't plug the pre-OT's cans into the meter. Uncover the first item, and say the first item aloud. The coach indicates a LF read, and you mark down LF on a sheet of paper on which you have written "1." to represent item 1. Do not write "Eat Apples" or "Apples" or "E Ap" or anything other than just the item number on this sheet. Say "Eat Apples" aloud again and write down the read again. Do this ten or twenty times, with the reads gradually tapering off until there is no read. Then go on to item 2, and say "Eat No Apples" aloud, pretend it read, and write down LF next to "2.". The coach should throw in a few initial blowdowns; and should throw in "prior" reads and "latent" reads, which would still be valid if the pre-OT was still directing attention to the items. Continue until you are comfortable with calling items aloud and marking reads until the item no longer reads and then going on to the next item. The coach can indicate reads by using a pencil or by squeezing the cans or by calling them out, whichever is more real.		_______	_______	_-N/A-_
6 .	*rate	Prm Article	Spotting self and items.		_______	_______	_-N/A-_
7 .	Student	Demo	"Spotting the thetan" in the incident at the exact time a verbal item is being implanted.		_______	_-N/A-_	_-N/A-_
8 .	Student	Demo	"Spotting the thetan" in the incident at the exact time a non-verbal item is being implanted.		_______	_-N/A-_	_-N/A-_
9 .	Student	Demo	"Spotting the environment" in the incident at the exact time an item is being implanted.		_______	_-N/A-_	_-N/A-_
10 .	Sup	Clay Demo	Why it is important to "spot the thetan" (i.e.spot the thetan's reaction to the incident at the time) for each item that is run and to continue to do this until there is no more charge on "the thetan" for each item.		_______	_-N/A-_	_______
11 .	Coach	Drill	The different ways of "spotting the thetan" on Section 2. Use the "Apples" fruit platen and a meter set up as one would in session, and hold the cans in the usual hand. Do not plug the pre-OT's cans in. The coach supplies the reads. For an example of a "fruit" non-verbal item, you could use a banana rapidly peeling itself. This is a simple drill in spotting the thetan/environment at the time. The coach should have everything read easily with no complications. (A1) Calling an item aloud for an unspecified number of times (without spotting the thetan), then spotting the thetan an unspecified number of times (without calling the item). (A2) Spotting a non-verbal item for an unspecified number of times (without spotting the thetan), then spotting the thetan an unspecified number of times (without spotting the non-verbal item). (B1) Calling an item aloud and spotting the thetan at the same time. (B2) Spotting a non-verbal item and spotting the thetan at the same time. (C1) Calling an item aloud a few times (without spotting the thetan), then a few times calling the item aloud and simultaneously spotting the thetan. (C2) Spotting a non-verbal item a few times (without spotting the thetan), then a few times spotting the non-verbal item and simultaneously spotting the thetan. (D1) Calling an item aloud and spotting the environment (in the incident) at the same time. (D2) Spotting a non-verbal item and spotting the environment (in the incident) at the same time.		_______	_______	_-N/A-_
12 .	*rate	Prm Article	If Meter Stops Reading		_______	_______	_-N/A-_
13 .	Sup pass	Clay Demo	What an unreading item means on Section 2 and why you would never just go on forward past an unreading item.		_______	_-N/A-_	_______
14 .	*rate	Prm Article	Basic Auditing		_______	_______	_-N/A-_
15 .	*rate	Prm Article	Schedule and Duration		_______	_______	_-N/A-_
16 .	Student	Demo	Doing a daily session of one to two hours.		_______	_-N/A-_	_-N/A-_
17 .	*rate	Prm Article	The Cause of Trouble		_______	_______	_-N/A-_
18 .	Student	Demo	Each of the things listed as making items read properly:
			1. Doing regular sessions		_______	_-N/A-_	_-N/A-_
			2. Not self-auditing out of session		_______	_-N/A-_	_-N/A-_
			3. Staying calm		_______	_-N/A-_	_-N/A-_
			4. Keeping in the Auditor's Code		_______	_-N/A-_	_-N/A-_
			5. Following directions exactly		_______	_-N/A-_	_-N/A-_
			6. Adding nothing		_______	_-N/A-_	_-N/A-_
			7. Finding ARC Breaks when they happen, with an L7		_______	_-N/A-_	_-N/A-_
			8. Auditing in a secure place		_______	_-N/A-_	_-N/A-_
			9. Auditing daily		_______	_-N/A-_	_-N/A-_
			10. Not auditing too long at one time		_______	_-N/A-_	_-N/A-_
			11. Not trying to get rid of it all at once		_______	_-N/A-_	_-N/A-_
			12. Considering it a routine piece of ditch digging		_______	_-N/A-_	_-N/A-_
			13. Not expecting to fly suddenly		_______	_-N/A-_	_-N/A-_
			14. Not dwelling on your case out of session		_______	_-N/A-_	_-N/A-_
19 .	*rate	Prm Article	Running Items		_______	_______	_-N/A-_
20 .	Student	Demo	Running two items as a pair, i.e. 1,1,1... until no read; then 2,2,2... until no read; then 1 (read), 2 (read), 1 (read), 2 (read)... until neither read.		_______	_-N/A-_	_-N/A-_
21 .	Coach	Drill	Running two items as a pair as above. Use the same fruit platen as before, with the meter, and cans, and a coach giving reads, and spotting the thetan, and marking the reads on the reads sheet.		_______	_______	_-N/A-_
22 .	*rate	Prm Article	Unreading Items		_______	_______	_-N/A-_
23 .	Student	Demo	What to do if a new item does not read the first time it is called.		_______	_-N/A-_	_-N/A-_
24 .	Student	Demo	An unreading item that reads when buttons are put in and continues to read well after that.		_______	_-N/A-_	_-N/A-_
25 .	Student	Demo	An unreading item that not read when buttons are put in and what this means.		_______	_-N/A-_	_-N/A-_
26 .	Student	Drill	(1) This is simply a drill in marking the reads sheets, without the meter and coach. Take the Apples platen, and write out an example of reads sheets, each containing two or four (not three) item numbers with their reads. Imagine you are calling item #5, and it doesn't read when first called, even if it reads subsequently. Imagine checking the buttons and assume they don't read, and write on the reads sheet "Supp?no Inval?no Prot?no////" to represent that and then going back over four items to item #1 of this platen. Get some more reads off that item, then come forward and call the subsequent items in order, marking a hyphen (-) at the appropriate point and a couple more reads on each item. Then have item #5 read normally. Other things may happen in session, but this is just a drill in marking the reads sheets correctly.		_______	_-N/A-_	_-N/A-_
			(2) Do a similar drill, but have more items, even a prior fruit platen, go back and come forward further, and have more reads on each item. Also have the buttons sometimes read and sometimes not read.		_______	_-N/A-_	_-N/A-_
27 .	Student	Demo	How you know if any item has read "enough".		_______	_-N/A-_	_-N/A-_
28 .	*rate	Prm Article	Overcoming trouble		_______	_______	_-N/A-_
29 .	Student	Demo	What to do if an item does not read when first called and why.		_______	_-N/A-_	_-N/A-_
30 .	Student	Demo	When to use a List 7.		_______	_-N/A-_	_-N/A-_
31 .	Student	Demo	What a wooden face is; what causes it; how you would fix it.		_______	_-N/A-_	_-N/A-_
32 .	Student	Demo	The cause of pain in auditing this level and how to fix it.		_______	_-N/A-_	_-N/A-_
33 .	Student	Demo	How to avoid sickness in running this level.		_______	_-N/A-_	_-N/A-_
34 .	Sup pass	Clay Demo	Why it is important to flatten the items thoroughly in sequence and not get lost or skip around.		_______	_-N/A-_	_______
35 .	*rate	Prm Article	Keep it Simple-Keep Going		_______	_______	_-N/A-_
36 .	Student	Demo	Getting bored and taking the boredom off by using "boredom" as a button.		_______	_-N/A-_	_-N/A-_
37 .	Student	Demo	Checking for a lock or lock item if an item reads too long and the result if this is the case.		_______	_-N/A-_	_-N/A-_
38 .	Student	Demo	Getting only small reads when first calling an item and checking for charge on the previous item and checking for the correct run.		_______	_-N/A-_	_-N/A-_
39 .	*rate	Prm Article	We go for Erasure		_______	_______	_-N/A-_
			SECTION THREE: COMPLETING PRE-OT II
1 .	*rate	Prm Article	Completing Pre-OT II		_______	_______	_-N/A-_
2 .	Sup pass	Clay Demo	A Clear, an "OT Bank", and the Section 2 materials belonging to the OT bank as well as being connected in some way to the pre-OT.		_______	_-N/A-_	_______
3 .	Sup pass	Clay Demo	The EP of Section 2, i.e. "All available charge is off the materials". Include in the clay demo adequate charge that has been removed by doing the level, and some charge left that is not available at this time but may be available later.		_______	_-N/A-_	_______
			SECTION FOUR: KEEPING ADMIN
1 .	*rate	Prm Article	The Reason for Admin		_______	_______	_-N/A-_
2 .	*rate	Prm Article	Items worksheets		_______	_______	_-N/A-_
3 .	Student	Demo	Keeping two simple auditing reports: one like the regular worksheets with auditor report form; and the other being the reads sheets.		_______	_-N/A-_	_-N/A-_
4 .	Student	Drill	This is a pen and paper drill only, no meter or cans or coach. (1) Make up a fresh "Apple GPM" with the same eight items, but put it on two pages, items 1-6 on page 1 and items 7 and 8 on page 2. Mark "Page 1" and "Page 2" at the top of each page of the platen. Make up a new "Pears GPM" using similar items to the Apple GPM, but use "pears" instead of "apples". Have eight items, and put it on one or two pages at your choice. Mark the platen page number(s) as appropriate. Mock up items worksheets or reads sheets (same thing). Write on the top of each reads sheet in sequence your name, the name of the part, e.g. "Apple GPM", the number of the Run, e.g. "Run 1", and today's date. Write on the back of the sheet when you have finished filling up the front, but write all the items at the top of the second page as before. Don't skimp--write your name, the name of the GPM, the number of the run, and the date. On the first page of the reads sheets, after writing your name, "Apple GPM", "Run 1" and today's date, write "Page 1a" in the middle top of the sheet. Write "1." for Item #1 near the left-hand edge under that, then a lot of reads next to it. Do not write the item name, or an abbreviation for it, just the item number. Then half-way down the page, on the left, write "2." for item #2, with a similar number of reads next to it. Then turn the page over, write the headings at the top, then under that in the middle write "Page 1b". Put items "3." and "4." with similar numbers of reads under that. Then pretend that's the end of the session for that day. Pretend it is the next day and next session. Take a new reads sheet, and write the headings, with the new date. Write "Page 1c" in the middle.		_______	_-N/A-_	_-N/A-_
			(2) Make up some reads sheets as before, but after writing the headings across the page, put six items on each page, each with lots of reads next to it. Make sure the reads sheet numbers match the platen page numbers. Fill up several sheets like this, and also have the last sheet only half filled up. Imagine starting a new day's session on that half-full sheet, and write the new session date on the left hand side of it and then the new item number immediately after it. Then mark down some reads as before. Imagine starting a session and deciding to go back ten items. Mark the date of the new session start, then go back to the appropriate place on the reads sheets, using the normal slash notation, then mark the reads for the redone items and the ones coming forward, as before. Imagine having 50 sheets of reads sheets all neatly paperclipped in order together, then your three-year-old comes in and scatters them everywhere and they are all out of order. Could you put them back into the correct sequence? Could your C/S if her cat did it?		_______	_-N/A-_	_-N/A-_
5 .	*rate	Prm Article	Reruns		_______	_______	_-N/A-_
6 .	Student	Demo	What to do if you didn't leave enough space on the reads sheet and have run out of space to write more reads on the correct sheet.		_______	_-N/A-_	_-N/A-_
7 .	Student	Drill	This is a pen and paper drill only, with no coach. Drill the full admin needed on the reads sheets. Include the following:
			1. Correct headings and numbering at the top of every reads sheet		_______	_-N/A-_	_-N/A-_
			2. Correct item numbering		_______	_-N/A-_	_-N/A-_
			3. Every read or no-read marked (LF, F, sF, tick, no)		_______	_-N/A-_	_-N/A-_
			4. Lots of big reads on every item, gradually dwindling to small reads and then none		_______	_-N/A-_	_-N/A-_
			5. Every BD marked, with TA position (BD = .25 divs or more; small BD (sBD) = .2 or .1 div)		_______	_-N/A-_	_-N/A-_
			6. Buttons: supp, inval, protest if no reads or small reads when large ones are expected		_______	_-N/A-_	_-N/A-_
			7. Similar number of reads on each item in the same session		_______	_-N/A-_	_-N/A-_
			8. Lock or lock item if it reads too long		_______	_-N/A-_	_-N/A-_
			9. Marking reads for calling the item alone		_______	_-N/A-_	_-N/A-_
			10. Marking reads for spotting the thetan alone		_______	_-N/A-_	_-N/A-_
			11. Marking reads for calling the item and spotting the thetan simultaneously		_______	_-N/A-_	_-N/A-_
			12. Marking reads for calling the item and spotting the environment at the time		_______	_-N/A-_	_-N/A-_
			13. Running items as pairs		_______	_-N/A-_	_-N/A-_
			14. The correct slash/hyphen notation when you jump back and then come forward item by item		_______	_-N/A-_	_-N/A-_
			15. Checking for an earlier/later run if in trouble, and if you should be in Run 1 handling it by chanting "Run 1, Run 1, Run 1" etc. and sort of scrunching attention into Run 1 and getting back into Run 1 like that, and marking such on the reads sheet with its reads (i.e. Run 1 no, Run 1 no, Run 1 LF, [item] LF, [item] LF etc.).		_______	_-N/A-_	_-N/A-_
			SECTION FIVE: LIST 7
1 .	*rate	Prm Article	Instructions		_______	_______	_-N/A-_
2 .	Student	Demo	When you would do an L7 solo Method 3.		_______	_-N/A-_	_-N/A-_
3 .	Student	Demo	When you would do an L7 solo Method 5.		_______	_-N/A-_	_-N/A-_
4 .	*rate	Prm Article	List 7		_______	_______	_-N/A-_
5 .	Student	Demo	Each line of the L7 and how the action in each line could cause BPC (at least 107 demos).		_______	_-N/A-_	_-N/A-_
			SECTION SIX: FINAL COACHED DRILLS WITH SUPERVISOR PASS
1 .	Coach	Drill	FINAL DRILL ONE INSTRUCTIONS Read the whole drill before starting to do it. These final drills are done with a coach and a meter, and with the student holding solo cans (not plugged in). The coach should coach this drill on a gradient, but if any prior drill is obviously out the student should redo the earlier drill until proficient, clearing any mu's as needed. The coach should indicate some TA changes to make the student adjust the TA knob, as well as moving the opaque sheet to uncover the platen items one by one and write down the reads/buttons etc. on the reads sheets. The student will have to get used to not having enough hands. But don't overdo the TA changes in the drill. The student is to drill everything that might reasonably occur in a Section 2 session. This would include the different ways to spot the thetan/environment listed in points (A1) through (D2) below; it would include everything listed in points 1 through 15 below. Sometimes the student would have to do one of (A1) to (D2) at the same time as one of 1-15, for example calling an item aloud and spotting the thetan at the same time, while running items as pairs. Sometimes it would not be appropriate; for example, one would not be calling items while checking for an earlier or later run. The student and coach may find it helpful for the student to indicate that he is spotting the item by gesturing in front of him with his index finger (i.e. gesture, gesture, gesture = spot, spot, spot) and indicate that he is spotting the thetan by gesturing back to himself with the thumb of the same hand or by nodding the head. This is to help the coach see what the student is doing, not an additive to the session. But remember one is drilling spotting the item and spotting the thetan, not drilling lifting the index finger and the thumb off the cans or nodding the head. One could indicate spotting the environment in the incident by raising the index and the middle fingers simultaneously. The different ways to call the item and spot the thetan/environment are: (A1) Calling an item aloud for an unspecified number of times (without spotting the thetan), then spotting the thetan an unspecified number of times (without calling the item). (A2) Spotting a non-verbal item for an unspecified number of times (without spotting the thetan), then spotting the thetan an unspecified number of times (without spotting the non-verbal item). (B1) Calling an item aloud and spotting the thetan at the same time. (B2) Spotting a non-verbal item and spotting the thetan at the same time. (C1) Calling an item aloud a few times (without spotting the thetan), then a few times calling the item aloud and simultaneously spotting the thetan. (C2) Spotting a non-verbal item a few times (without spotting the thetan), then a few times spotting the non-verbal item and simultaneously spotting the thetan. (D1) Calling an item aloud and spotting the environment (in the incident) at the same time. (D2) Spotting a non-verbal item and spotting the environment (in the incident) at the same time. It is not specified in the theory how to mark the admin on the reads sheets to show how one is calling the item and spotting the thetan/environment, but the admin should show the C/S what is happening in the session. One suggestion is to mark the different methods (A1) through (D2) with their reads as follows: (I)LF LF LF F for calling/spotting the item alone; (@n)LF LF LF for spotting the thetan alone (but use the symbol for thetan, not "@n"); (I@n)LF LF F LF LF for calling/spotting the item and simultaneously spotting the thetan; (Ienv)LF LF LF for calling/spotting the item and spotting the environment at the same time. So a long run of doing all three might look like this on the worksheets: (I)BD(3.6-3.3) LF LF LFsBD(3.4-3.3) LF LF LF LF (@n)LF LF LF LF LF LF (I)LF LF LF LF LF LF LF LF (I@n)LF LF LF LF LF (Ienv)LF F F F F . It is not important to use these exact symbols, but it is important to keep a record of what is done in the session. All eight points (A1) through (D2) should be drilled, so the student becomes proficient at each and can use whichever one is appropriate or gets the best reads at the time. Once the student is expert in this, the coach would have the student drill through the actions 1-15 below, with the student doing the different ways of calling the item/spotting the thetan at the same time. Here is the list of actions to drill in addition to calling the item and spotting the thetan/environment: 1. Correct handling of the sheet of paper uncovering the platen items one by one. 2. Correct admin re marking and numbering the top of each of the reads sheets and the correct marking of every read or no-read for the items. Every BD marked, with TA position (BD = .25 divs or more; small BD (sBD) = .2 or .1 div). 3. Running normally, big reads, lots of reads, no problems, pairs of items. 4. Running normally, big reads, lots of reads, no problems, unpaired items. 5. No read on a new item, going back one item, getting more reads off that previous item, coming forward and the new item now reading. 6. No read on a new item, checking buttons (Supp, Inval, Prot) on that item, getting reads on the buttons and getting the charge off the buttons, then the new item reads well. 7. No read on a new item, no reads on buttons, going back several items, getting more charge off an earlier item and coming forward getting more charge off the subsequent items in sequence, then the new item reads well. 8. Small reads on a new item at first call, checking buttons and handling. 9. Small reads on a new item at first call, checking earlier item(s) and handling. 10. Checking for an earlier/later run if in trouble, and if you should be in Run 1 handling it by chanting "Run 1, Run 1, Run 1" etc. and simultaneously sort of scrunching back into Run 1 like that, and marking such on the reads sheet with its reads (i.e. Run 1 no, Run 1 no, Run 1 LF, [item] LF, [item] LF etc.). 11. An item reads well to begin with, then suddenly stops reading, e.g. LF LF LF no, and handling. 12. Reads go on and on, far more than previous items in that session, and handling. 13. Writing things on the correct sheets, whether the reads sheets or the regular worksheets. Examples would be start of session ruds, out-ruds mid-session, regular items reads, buttons on items, short cognitions, long cognitions, sensations and somatics or pains, times, TA positions. 14. Items reading and sometimes F/Ning too. 15. Anything else that the checksheet-writer overlooked but could realistically happen in a Standard 2 session. DRILL Drill the above (A) though (D) and 1 through 15 using the Apples, Pears, Banana etc. platens as detailed above. The coach must know the materials of the course thoroughly in order to coach the drill correctly. This drill is expected to take hours to complete, and must not be quickied. Pass when the student is comfortable and competent at handling all these aspects of a Standard 2 session, including perfect admin.		_______	_______	_______
2 .	Coach	Drill	FINAL DRILL TWO (Part 1) Make up a "Cream Platen". This has instructions written at the top that say that the command concept is word plus the action of cream being dumped on the thetan. Then the items are written as: 1. Eat (cream) 2. Eat No (cream) 3. Crunch (cream) 4. Crunch No (cream) 5. Chew (cream) 6. Chew No (cream) 7. Swallow (cream) 8. Swallow No (cream) This is drilled as in the previous drill, except that the student drills saying "Eat" aloud and spots silently the action of cream being dumped on the thetan. This drill should be relatively short. The emphasis on this drill is in getting the student accustomed to doing the normal procedure but with a non-verbal end-word that is spotted and not called aloud. (Part 2) Make up a new "fruit" platen, the Vomi-Cola platen, with items and phrases as follows: A run-down diner (small restaurant) appears. 1. See Vomi-Cola 2. Buy Vomi-Cola 3. Drink Vomi-Cola "That's what you get for drinking Vomi-Cola" "Leave the diner!" This platen is drilled as before, with verbal items, but note that there is an action to spot at the beginning; the items are not paired; and there are two un-numbered phrases. On the reads sheet these phrases should be noted as "Phrase 1" and "Phrase 2" or similar, not copied out or abbreviated. Remember to spot the thetan and to spot the environment in the item. Again, this should be a relatively short drill. The emphasis this time is on getting the student accustomed to an occasional platen in a different form, but still doing the regular procedure except for the point or two that would not apply.		_______	_______	_______
			SECTION SEVEN: ATTESTATION/QUAL/COMPLETION SECTION

STUDENT ATTEST: I have applied study tech throughout this course and I have honestly completed every item of this checksheet, as well as its prerequisites, and I am confident I can solo audit through Section 2.

Signature__________________________________ Date__________

SUPERVISOR ATTEST: I know the materials and actions on this checksheet well. I have trained this student to the best of my ability, and he/she knows the materials thoroughly and can do the actions covered on this checksheet well and is competent to solo audit through Section 2.

Signature__________________________________ Date__________

Optional QUAL CHECK if there is a separate Student Examiner/Review section:

QUAL IN:
Signature__________________________________ Date__________

QUAL OUT:
Signature__________________________________ Date__________

Return checksheet to the student for safe-keeping.

FINAL NOTE: The student/pre-OT is now ready to start solo auditing on Section 2 under a competent C/S, who should see the signed-off checksheet and be able to question the supervisor concerned. For his part, the student/pre-OT should demand that the C/S read every word and every squiggle on every work sheet and reads sheet, get them clarified if needed until he--the C/S--understands them and exactly what happened in the session, and then take the appropriate action with the student/pre-OT, if any, followed by giving an appropriate next C/S promptly. This goes for every session, although the sequence does not have to go session-C/S-session-C/S-session etc. A "C/S" who telephones the student every week or month and asks "Hey--how's it going?" instead of rolling his sleeves up and actually C/Sing with worksheets should be shunned until he gets his ethics and tech in.

Do it right and win!
Copyright ©2004-7 by Paul Adams
http://www.fzglobal.org

END OF CHECKSHEET

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivs 2.5 License.

Revision Log:
Vers. 1.2: Links added for section headings. *date* at the top changed to date. "Coach" at the top changed to "Coach/twin".

Vers. 1.21: "CB" on first checksheet item changed to "Clearbird" in case anyone thought it meant "Captain Bill" thoughout the checksheet.

Vers. 1.3: Articles source renamed to "Prm" as they are not Clearbird. The Clearbird materials only cover up to Clear.

Vers. 1.31: 8/23/04 Sect. 2 item 2 "giving" changed to "that gives";

Vers. 1.5: 9/25/05 Added to beginning and end of checksheet, but no changes to the checksheet study items. Changed copyright reservations to a Creative Commons Attribution-NonCommercial-NoDerivs 2.5 license.

Vers. 1.6: 11/3/05 Changed name from "Pre-OT II" to "Section 2" in line with the proposal at http://scientology.wikia.com/wiki/Names .