Diagnostic Assessment Sample Clauses

Diagnostic Assessment. 6.3.1 Boards shall provide a list of pre-approved assessment tools consistent with their Board improvement plan for student achievement and which is compliant with Ministry of Education PPM (PPM 155: Diagnostic Assessment in Support of Student Learning, date of issue January 7, 2013).
Diagnostic Assessment a) For the purposes of C10.00, the term “Teachers” shall include Occasional Teachers.
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Diagnostic Assessment. “Diagnostic Assessment” means a written assessment that documents a clinical and functional face-to-face evaluation of the client’s mental health, including the nature, severity and impact of behavioral difficulties, function impairment, and subjective distress of the client, and identifies the client’s strengths and resources, pursuant to Minn. Rules 9505.0372, sub. 1.
Diagnostic Assessment. Due sixty (60) business days from date of placement. The Diagnostic Assessment includes: psychiatric, psychological, educational, psycho-social, medical, placement recommendations and other services as appropriate due sixty (60) business days from date of placement. The Contractor shall enter the CANS assessment in the CANS module within CSOMS within the first 30 days of admission of a child, every 3 months after initial assessment and upon discharge. For Contractor providing Psychiatric Respite Programs - Certificate of Need (CON) documentation for a residential treatment center bound child, due at discharge to the LDSS Case Manager. Respite Census Report, due to the DHR/SSA Resource Development Placement and Support Services Unit, 000 X. Xxxxxxxx Xxxxxx, 0xx Xxxxx, Xxxxxxxxx, XX 00000 on the 2nd and 4th Friday each month. The Contractor shall submit the Annual Financial Audits to the SSA Administrative Specialist, Office of Budget and Central Services, 5th Floor, Department of Human Resources, 000 X. Xxxxxxxx Xxxxxx, Xxxxxxxxx, Xxxxxxxx 00000. Due on or before December 2 of each year. Attachment Y. The Audit shall also be sent to the OIG, 000 X. Xxxxxxx Street, Room 1674, Baltimore, Maryland 21201. The Contractor shall submit Attachment X the Purchase of Residential Care - Attendance Sheet (for Group Homes covered by the State’s Medicaid Rehabilitation Option) by the 10th of each month for the previous month’s attendance to DHR’s electronic email box at XXXxxxx@xxx.xxxxx.xx.xx or as may be directed. The Contractor shall submit Ad Hoc/Miscellaneous Reports to the State Project Manager and the requestor of the report(s) in the time period requested. Contractor may be required on an annual basis to submit approximately four (4) ad hoc/miscellaneous reports pertaining to, but not limited to, the collection of research data and evaluation activities concerning their Programs.
Diagnostic Assessment. Following a screening indicative of possible ASD, a child is referred for a diagnostic evaluation to evaluate further the behavioral markers that were noted (Xxxxxxxx et al., 2015). One of the most universally used diagnostic clinical assessments for ASD is a 4 module program called the Autism Diagnostic Observation Schedule (ADOS) (Xxxxxxxx et al., 2015). The ADOS is widely used for finalizing a clinical diagnosis due to its “high degree of clinical utility and diagnostic validity” (Wall et al., 2012). The ADOS is a formal behavioral observation tool used by clinicians, following a patient history interview with parents. The ADOS must be performed by a trained clinician and further assesses communication, social skills, play, imaginative use of materials, and restricted/repetitive behaviors (Wall et al., 2012). The four modules are independently conducted through semi-structured activities, with each module tailored to a specific subset of individuals based on pre-assessment language and developmental levels (Wall et al., 2012). Each individual is assessed with the module most indicative of his or her level of language development. Module 1 is tailored for individuals “with little or no language” and consists of 10 activities and 29 items (Wall et al., 2012). Due to the lower level of language requirement, Module 1 is typically used when younger children are being assessed (Wall et al., 2012). Module 2 is used for children who have some flexible speech but are not fluent and consists of 14 activities with 28 items (Wall et al., 2012). Module 3 is aimed for “verbally fluent children whom playing with toys is age appropriate” and consists of 13 activities and 23 items(Wall et al., 2012). Module 4 is for assessing individuals with the highest level of development, such that, it is intended for verbally fluent individuals over the age of 12 and consists of 10-15 activities with 31 items (Wall et al., 2012). A certified professional must run each module and including scoring, can take from 60-90 minutes (Wall et al., 2012). Additionally, increases in time between testing and receipt of diagnosis can occur if additional professionals must re-score the individual to account for variance in inter-rater reliability, leading to delays as long as 13 months from initial ADOS assessment and diagnosis (Xxxxxxxx et al., 2015; Wall et al., 2012). Delays in diagnosis are exacerbated by the need for the ADOS to be scored by a professional following observation in a clinica...
Diagnostic Assessment. For the purposes of C10.00, the term "Teachers" shall include Occasional Teachers. Teachers shall use their professional judgement as defined in C2.5 above. The parties agree that a teacher's professional judgement is the cornerstone of assessment and evaluation. Teachers' professional judgement is further informed by using diagnostic assessment to identify a student's needs and abilities and the student's readiness to acquire the knowledge and skills outlined in the curriculum expectations. Information from diagnostic assessments helps teachers determine where individual students are in their acquisition of knowledge and skills so that instruction is personalized and tailored to the appropriate next steps for learning. The ability to choose the appropriate assessment tool(s), as well as the frequency and timing of their administration allows the teacher to gather data that is relevant, sufficient and valid in order to make judgements on student learning during the learning cycle. Boards shall provide a list of pre-approved assessment tools consistent with their Board improvement plan for student achievement and the Ministry PPM. Teachers shall use their professional judgment to determine which assessment and/or evaluation tool(s) from the Board list of preapproved assessment tools is applicable, for which student(s), as well as the frequency and timing of the tool. In order to inform their instruction, teachers must utilize diagnostic assessment during the school year. The results of diagnostic assessments shall not be used in any way in evaluating teachers. No teacher shall suffer discipline or discharge as a consequence of any diagnostic assessment results.
Diagnostic Assessment. As already mentioned, most WCO Members are already well aware of the provisions contained in the TFA. However, ensuring national compliance with the TFA provisions is so- mething that needs to be carefully considered and examined by the Members individually at national level. The diagnostic assessment of a given situation aims to determine in detail the situation from where to start the TFA implementation process and also provides for accurate baseline data in terms of results-based management. In the TFA context, contributions to this diagnostic assessment can come from various sources, including: A | WTO SELF-ASSESSMENT MISSIONS WTO Members have identified such an assessment as a challenge already during the negotiations and requested WTO support for assessing their capacities to implement trade fa- cilitation measures. Results of respective WTO self-assessment support missions were impor- tant in the context of ensuring better national positioning during the TFA negotiations and of raising awareness regarding the expected level of compliance once the TFA enters into force. In the course of the TFA negotiations, as well as since the conclusion of the TFA, most of the developing and least developed WTO Members have benefited from WTO self-assess- ment support missions carried out in two rounds. The first round took place from 2007 to 2010 when 94 missions were completed. page 22
Diagnostic Assessment i. Preliminary casts/study models one time per provider per recipient;
Diagnostic Assessment