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.
Diagnostic Assessment a) &Žƌ ƚŚĞ ƉƵƌƉŽƐĞƐ ŽĨ ϵ͘ϬϬ͕ ƚŚĞ ƚĞƌŵ ͞d Occasional Teachers.
Diagnostic Assessment. The Contractor shall provide diagnostic assessments as defined in Attachment C, Section M500.02 B)
Diagnostic Assessment. The use of valid and reliable formal tests to analyze customer skills, aptitudes and interests, together with a review of customer resources, barriers, health issues, legal issues, service needs and other matters that will lead to a plan for self-sufficiency, employment, or related goal.
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, functional 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. 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. Carrying out of a diagnostic assessment to (1) define the target population, needs and capacities and options for development under the Sohag Project; and (2) establish a data base for the monitoring and evaluation of rural development activities.
