Assess. Identify and develop a problem list Develop a medical and medication therapy problem list in order of decreasing priority. Evaluate the problem(s) Interpret subjective and/or objective evidence that supports a new or acute problem or requires a referral. Classify the disease (stage, severity, and/or treatment group) Assess and justify the current status of the disease state. Identify the goals of therapy per the literature. Assess therapy Assess appropriateness of current medications or medications to be added per evidence. Identify current or potential medication related problems (inappropriate indication, dose, frequency, route, dosage form, therapeutic indication, drug allergy or intolerance, adverse effects, drug interactions, contraindications. Identify current or potential patient related problems (patient understanding, knowledge or medication, adherence, cost, barriers, health literacy).
Assess. 174:1-2. For the German and French version, see xxxxx://xxx.xxx.xx/de/wald/waldentwicklung- und-monitoring/langfristige-waldoekosystemforschung-lwf/daten/datenanfrage.html and xxxxx://xxx.xxx.xx/fr/foret/evolution-et-suivi-de-xx-xxxxx/recherches-a-long-terme-sur-les- ecosystemes-forestiers-lwf/donnees/demande-de-donnees.html
Assess. In your first meeting, you will meet with the Assistant to describe your situation, any obstacles you face in obtaining the resources you need, and any resources you have used thus far and their results.
Assess. What are the implications, positive or negative (and evidence for this) of the policy/strategy/decision in relation to GCU’s duty to have due regard to the need to:
Assess. Once an incident or suspected incident has been reported to your Program Manager and Coordinator, they need to immediately determine if a privacy breach has occurred. In making this assessment, two important questions need to be answered: Is personal information involved? Not all data in the custody or control of an institution is personal information. Therefore, the first part of your assessment is to identity the type of information affected by the incident. Definition: Personal information is defined in subsection 2(1) of FIPPA as recorded information about an identifiable individual (i.e., natural person) and includes, but is not limited to: race, nationality, religion, age, sex, marital status, education, medical or criminal history, financial information, identifying numbers, address, telephone number, fingerprints, blood type, and opinions. The definition of personal information is not exhaustive – an institution may have other types of personal information in its custody or control. Personal information may include information that is not recorded (e.g., a verbal disclosure). Also, if there is a reasonable expectation that an individual can be identified from the information disclosed (either alone or when combined with other information), such information will likely qualify as personal information. Has an unauthorized disclosure occurred? Unauthorized disclosure, whether it is intentional, inadvertent, or as a result of a criminal activity, is the defining activity for privacy breaches. It is the “threshold” or “trigger” mechanism for the application of this Guide. If the answer to both questions is “yes”, a privacy breach has occurred and you need to follow the rest of the privacy breach response protocol outlined in this Guide. Note: Institutions have a responsibility to protect personal information and to secure general records, particularly sensitive records.11 Respond to security breaches involving general records in accordance with established rules and regulations. Report incidents involving unauthorized collection, use, retention or disposal of personal information to your Coordinator. Key Players Suggested Responsibilities Program Manager and Coordinator Work together to: ▪ Obtain all available information about the nature of the breach or suspected breach (e.g., when, where, whose personal information involved, how much personal information involved, verbal disclosure or hard copies involved, etc.). ▪ Determine what happened (e.g., did ...
Assess. Praise...Probe Propose: POTENTIAL IMPACT ON STUDENT LEARNING Students... Receive services supported by consultation and collaboration Achieve goals supported by collaborative relationships Dimension Seven: Advocacy and Facilitation Which indicators are evident? REMEMBER: Quality performance does not mean addressing all indicators. EVIDENCE OF SCHOOL SOCIAL WORKER COMMITMENT.....
Assess. Assess the Subdivision for the total costs of the Improvements;
Assess. Continue to track ethics and compliance complaints by employees to measure progress against baseline using an agreed-upon methodology. 2.
Assess. Probe 2- Assesses how well a student can read and understand what they read. Exposes decoding errors that may cause low comprehension. Oral reading o Student reads text silently o Student reads text aloud o Record student reading behaviours above the text using Montague Partnership Running Record Conventions on the record sheet o Complete the reading observation by noting results and behaviours in Oral reading Analysis box Retell (optional) Comprehension o Ask provided questions aloud o Record responses Reading
Assess. Probe 2- • Assesses how well a student can read and understand what they read. Exposes Reading Comprehension Assessment decoding errors that may cause low comprehension. • Oral reading o Student reads text silently o Student reads text aloud o Record student reading behaviours above the text using Montague Partnership Running Record Conventions on the record sheet o Complete the reading observation by noting results and behaviours in Oral reading Analysis box • Retell (optional) • Comprehension o Ask provided questions aloud o Record responses • Score accuracy and comprehension to give a reading age o Decoding-minimum decoding level 96% o Comprehension-minimum comprehension level 70% • Multiple running records may need to be taken to accurately determine students’ reading age. Moderation • Regular moderation will ensure consistency of site running records data. This will occur at least once per term across year levels during a specified moderation meeting in learning teams and/or staff meeting. Assessment • Running record taken for all students below Level 30 minimum once each term to identify instructional level. Students’ reading progression through the higher levels is slower due to more complex sentence structures and comprehension in the texts. • Running records for Reception students will commence once decoding is established as their primary reading reflex. Timing will vary depending on individual student development. • Text Level Benchmarks o Reception Level 5 o Year 1 Level 13 o Year 2 Level 21 • Student reading data will be tracked by the class teacher and used to inform teaching • Student running record data to be entered into Scorelink by Week 10 of each term. Data recording to be at Instructional Level. • Running Records EDSAS Data Entry for Years 1 and 2 at the end of Term 1(April) and Term 3 (September) using an unseen text. Instructional level and reading accuracy percentage required. • Students instructional level to be placed on the data wall • Update data wall by moving students’ names each term. Intervention • Students at risk are defined as o not meeting the benchmark for a year level o below reading age o not meeting Standard of Education Achievement(SEA) for PAT and NAPLAN o below benchmark in Phonics screening check (PSC) • Students at risk can be identified by: o Classroom teacher o Senior Leader o Reading Support teacher • Teachers and leaders will regularly review site data to highlight students at risk and work collaboratively t...
