zilongwang/ReadingBank huggingface dataset:
Evaluated Developmental Delays and ICD-10 Coding October 1, 2015 R63.3 feeding difficulties F81.9 Intellectual delay F94.8 Other childhood disorder of social functioning F88 global developmental delay F82 Specific developmental disorder of motor function F80.9 developmental disorders of speech and language, unspecified F80.1 Expressive language disorder Record one primary reason for Eligibility. Other codes may be recorded on the IFSP
Rubric for Assessing the Effectiveness of a Rubric The following rubric is adapted from Howland, J., Moore, J., Marra, R.M., & Jonassen, D.H. (2002). Learning to solve problems with technology: A constructivist perspective. (2nd ed.) Upper Saddle River, NJ: Prentice Hall. Criteria Descriptive Question Lowest Measure Medium Measure Highest Measure Comprehensiveness of Elements Are all of the important elements of the performance identified? Important elements are missing (attach list of missing elements) All important elements are identified. Uni-dimensionality of Elements Are the elements irreducible, or do they represent factors that are better addressed separately? More than one element should be broken down (attach list). One element should be broken down. All elements are uni-dimensional. Distinctiveness of Ratings Do the ratings represent clearly different categories, or is there overlap or ambiguity? Ratings for one or more elements seem to overlap (attach list of elements). Ratings for each element are distinct from one another. Comprehensiveness of Ratings Do the ratings cover the full range of expected performances? Ratings are missing (attach list). All important ratings are identified. Descriptiveness of Ratings Do the ratings provide meaningful input for reflection? Several ratings have generic or minimally useful labels (attach list). Few ratings have generic or minimally useful labels (attach list). All ratings communicate clearly. Clarity To what extent do key stakeholders understand the rubric? Few students will understand all of the terms used in elements and ratings (attach list of suggestions). Most students will understand most of the terms used in elements and ratings (attach list of suggestions). All students will understand. Quality of Information Provided to the Student Misses many opportunities for information to communicate clearly about the quality of the performance. Adequate information is provided to serve as the basis for growth. Lots of specifics are provided to facilitate development. Quality of Scales Used To what extent does the rubric resist the temptation to provide generic scales? “Generic” scales seem to compromise the value of the rubric (attach list of offending elements). The scale for each element reflects a sincere effort to identify distinctive ratings. Completeness of Scales Used To what extent does the rubric resist the temptation to summarize? Information of value may be overlooked because a summary collapsing categories is used (attach list of suggested additions). No attempt to create an overall score or grade is evident.
HOW TO EVALUATE, using integration of vocabulary, grammar and speaking (e.g. telephoning) EVALUATION CHART Student’s name Range of vocabulary /5 Accuracy /10 Fluency /5 Clarity of the message (to the point, complete, without too much abundant information? /20 Appropriateness /respect of conventions of the text type (register, how to start and finish, general structure etc.) /20 TOTAL
MENTOR LETTER SUPERVISOR LETTER RECOMMENDATION Letter or COMPLETION Letter RECOMMENDATION Letter or COMPLETION Letter TRIADS DATE OF TRIAD MEDIATED SCORE Midterm Final SIGNATURES: INTERN:___________________________________________________________________________ (DATE) MENTOR:__________________________________________________________________________ (DATE) SUPERVISOR:______________________________________________________________________ (DATE) Description GRADE % of Final Grade FINAL GRADE TOTALS ASSIGNMENTS 40% CANDIDATE PRE-SERVICE ASSESSMENT OF STUDENT TEACHING (CPAST) 40% C.O.E.H.S./SPA 20% Final Grade for Semester Grade Calculator can be found on OFS website GRADE KEYS ASSIGNMENTS GRADE KEY OBSERVATIONS AND FINAL GRADE Grade Points or% A >2.14 A- 2.13-2.02 B+ 2.01-1.90 B 1.89-1.78 B- 1.77-1.66 C+ 1.65-1.54 C 1.53-1.42 D 1.41-1.30 F 1.29 > Grade Points or % A >2.14 A- 2.13-2.02 B+ 2.01-1.90 B 1.89-1.78 B- 1.77-1.66 C+ 1.65-1.54 C 1.53-1.42 D 1.41-1.30 F 1.29 > RECOGNITION Please circle if applicable OUTSTANDING STUDENT TEACHER GOLDEN APPLE EXCEPTIONAL STUDENT TEACHER List other awards/recognitions received Criteria for each recognition can be found on OFS website
Relevant Policies: Local Offer regs and guidance. Identification and intervention Information the school's policies for the identification, assessment and provision for pupils with special educational needs, whether or not pupils have EHC Plans, including how the school evaluates the effectiveness of its provision for such pupils. This should also include what additional learning support which is available, activities and emotional support which What are our current processes for identification and assessment of SEN? What is our evidence base for the interventions we are using? What process have we got in place for children with an EHC plan or statement currently? How are we deploying the Premium and monitoring effectiveness? (DfE monitoring form) Schools would need to have in place policies on graduated response to the identification and assessment of children falling behind age appropriate expectations as per the draft Code at 6.5. Systems need to be in place for evaluating interventions and how they are working. School needs to paint a picture of what typical interventions are and what levels for different needs and how it assesses and evaluates progress.
Quality Teaching and Personalisation. Information about the school’s policies for making provision for pupils with SEN including, evaluation of effectiveness, assessment and reviewing progress, adaptions to curriculum, additional support and wider support. How are we using our tracking data in respect of pupils with SEN - how is this being used in discussions with parents and young people? What plans are in place when provision or interventions need to be escalated? What wider provision is available for supporting emotional needs and wider engagement? Schools need to have a clear framework on the assessment of children they suspect fall into the SEN category. Focus on ensuring the schools basic offer is good and meet the needs of children who are falling behind and can differentiate well before having to introduce additional support. Clarity about what does trigger additional support and how the school is going to assess progress. Ensuring that interventions are assessed for their effectiveness. Relevant Policies: Code as above; pupil tracking data and use of raise online and other tracking data; monitoring and reporting requirements; AfA type approach to data.
HOME EDUCATION EVALUATORS AND TESTERS FOR PINELLAS COUNTY’S ANNUAL TESTING CT=Certified Teacher, P=School Psychologist This listing of testers & evaluators is supplied by the individuals and is compiled by the PPEA (Pinellas Parent Educators Association) and is reproduced for your information. It is not meant to recommend or endorse any particular tester, test, evaluator, or evaluation option. The PPEA and the Pinellas County School System cannot be held responsible for testing done by these evaluators/testers or the outcome. This is not intended to be an exhaustive list of all evaluators/testers in Pinellas County. Revised for December 2015 Michelle Turner 15409 Sir Maxwell Court Odessa, FL 33556 324-8828 Licensed P Woodcock-Johnson Achievement Test III (WJ-III) K-12 $75.00 Your home Victoria Ward 10128 Paradise Blvd Treasure Island, FL 33706 470-4184 CT: K-6 MEd ESE and ESOL Certified Evaluate K-12 Woodcock-Johnson Achievement Test 1II (WJ-III) K-12 $75.00 $75.00 Andrea Watson No mailing address given 418-4558 CT: 1-6 BS Elementary Ed Wide Range Achievement Test IV (WRAT-IV) K-12 $50.00
Table 7: Estimated Average Savings among the Discontinued Sub-Groups during Evaluation Periods1 (Savings relative to the control group’s energy use) Discontinued Treatment Sample Size Jan. 2011 – Nov. 2014 (Treatment & Post Treatment) Jan. 2011 – Mar. 2012 (Treatment) Apr. 2012 – Jul. 2013 (Post-Treatment) Aug. 2013 – Nov. 2014 (Post-Treatment) Discontinued Monthly Treatment Effect 1,670 1.72* (3.56%) 1.75* (3.62%) 1.49* (3.70%) 0.71 (1.66%) Discontinued Persistence Treatment Effect 3,979 0.54* (1.11%) 0.76* (1.57%) 0.75* (1.86%) 0.09 (0.23%) Discontinued Quarterly Treatment Effect 9,856 0.76* (1.56%) 0.86* (1.79%) 0.83* (2.06%) 0.61* (1.27%) Sample Size Overall2 15.505 35,000 35,000 35,000 35,000 Explained Variance n/a 75% 82% 69% 62% 1 Daily savings in kWh and percentages. Recall that all discontinued households were “high users” of electricity prior to receiving reports. 2 The remaining 19,495 households in the overall sample size are the discontinued control group households. * Statistically significant at 90% confidence.
April 2014 1.33 -0.33* 0.82 30,128 48 2.85% -0.70% 1.76% May 2014 0.53* -0.41* 0.45 29,988 43 1.43% -1.09% 1.21% June 2014 1.24* 0.00* 0.44 31,542 56 3.10% -0.01% 1.10% July 2014 0.06* 0.09* 0.49 31,530 61 0.11% 0.17% 0.93% August 2014 0.41* 0.01* 0.51 31,655 62 0.81% 0.01% 1.01% September 2014 0.99* 0.02* 0.52 31,697 65 2.10% 0.05% 1.09% October 2014 0.68* 0.12* 0.26 31,717 53 1.86% 0.33% 0.72% November 2014 -0.42* 0.09* 0.42 30,095 41 -1.06% 0.22% 1.05% *Indicates effect is not statistically significant.
2014-15 A One-day Seminar on “Jammu & Kashmir Security Issues” was organized in the College auditorium on 14.11.2014. Dr. Alok Bansal, Strategic & Defence Analyst, New Delhi, was the key speaker. A one-day Seminar organized on the occasional of International Women’s day on 25th Nov. 2014 in the college auditorium on elimination of violence against women. 2015-16 "Accounting Frauds and its Impact on Economy” A Two-day UGC Sponsored National Seminar organized by Commerce Department in collaboration with Indian Accounting Association on 10th & 11th July 2015. "Integrated Reporting and CMA Career” A One Day Seminar organized by Commerce Department in collaboration with Indian Accounting Association and ICAI on 19th Sept 2015. 2016-17 “Overview of GST-Implications – A Model Law” A One-Day Seminar organized by Commerce Department in collaboration with Indian Accounting Association on 28th Sept 2016. Indian Economy in the Era of 25 years of Reforms,” A Two-Day National Seminar organized and sponsored by Telangana State Council of Higher Education on 18th & 19th Nov. 2016. Symposium on Demonetisation and its Implications on 30th Dec. 2016. A three day Workshop on “Application of Quantitative Methods and Statistical Packages in Social Science Research,” sponsored by ICSSR – SRC on 5th – 7th January, 2017 was organized. National : 2 International : Nil Workshops : 3 Student profile programme/course wise: for the Academic year 2016-2017 *M = Male *F = Female ADMISSIONS TO M.COM ARE MADE BY O.U.
they are not already doing so All Participatory Governance Group Agendas and Minutes should be on Inside Cañada Keep annual plan/program review form the same (it works) Possibly set a few overall SSPC Goals From Administrative Planning Council (APC) Completed Revised Decided not to do Did not complete Develop a general calendar of APC meetings for the year. Change hiring timeline to end by February 28 Allow new hire discussion groups to prioritize Change the group leaders to have faculty/staff facilitators Add reports from SSPC/IPC/APC/Academic Senate/Classified Senate to the PBC agendas From Academic Senate Completed Revised Decided not to do Did not complete Perhaps rearrange the agenda, but no real changes necessary. Define what the ‘desired level’ for participation it 100% of FT Faculty, 75%, or what?—and measure it. This would help to understand how much participation is really there, and to set goals for the future. PT Faculty—it might help to have a PT Faculty Senate, especially as a way to increase PT Faculty awareness of Participatory Governance (that it exists, that it’s important, and why it’s important to participate), and even change the culture of PT Faculty ‘buy-in’ of Cañada being a ‘home campus’. However, it was noted that it also might not work. FT Faculty—need more participation from those who
different organic amendments on dry yield of corchorus. The treatments had a significant effect at (P< 0.05) on all the yield parameters collected. The treatment Velvet + IBBW1 gave the highest dried shoot weight (6.50 t/ha), Velvet fallow resulted into the highest total dry weight (7.22 t/ha), followed by IBBW2 treatment (7.16 t/ha). Comparative effect of Organic amendments on the soil properties Table 3 revealed that the treatment applied significantly affect the post fertility status of the soil. Treatment IBBW1 + Velvet (residual fertility) increased the soil organic carbon, nitrogen, available phosphorus, calcium and potassium when compared with the other treatments as well as the initial fertility status. Table 1: Soil chemical properties and particle size distribution before planting Parameters pH O C N Av. P Ca K Na Mn Fe Cu Sand silt Clay g/kg mg/kg cmol/kg mg/kg g/kg Values 6.8 2.8 0.1 14 3.1 0.2 0.5 65 67 11 650 236 114 Discussion The effects of organic fertilizers were significantly different on the yield of Jute as evident in parameters evaluated. The least performance of the plants in the control was a reflection of soil nutrients deficit. This is in consonance with Okpara et al., 2007. Table 3: Comparative effects of organic amendments on the yields of corchorus (t/ha) after 5 weeks of sowing Treatment Dry shoot weight Total dry weight Control 3.48b 4.17b IBBW1 + Velvet residual fertility 5.46ab 6.08ab IBBW2 + Velvet residual fertility 5.62ab 6.29ab IBBW 1 6.50ab 7.16a IBBW 2 5.46ab 6.15ab Velvet 6.50a 7.22a Means separated by the same letters in a column are not significantly different by Duncan Multiple Range Test at 5% level. Ibeawuchi et al. (2006) reported that organic fertilizers increased the nutrient status of the soil through gradual release of nutrients to the soil. Similarly, Olanikan (2006) reported that organic
Evaluation plan template The first two pages have been completed as an example only of the type of information recorded in an evaluation plan. The objectives and measures will vary depending on the particular project or service being evaluated. A blank template is provided on page 3. Objective Outcome performance measure Question Data source Who and when Increased, high quality arts and cultural opportunities for a diversity of community members Increased number and more diverse range of arts activities offered in the local community Has the project resulted in an increase in the number of activities on offer? What is the nature of the activities on offer? What have been some of the new offerings for the community they may not have had access to before? Baseline estimation of number and type of arts activities on offer before project commenced Activity reports – count number and describe type of activities offered during project Tim Dec 2011 Tim Feb – Aug 2012 Diverse community participation in arts activities Has the project reached a diversity of community members? Activity registration forms – collect information on age, ethnicity, gender, disability etc. Tim Feb – Aug 2012 Participants are satisfied with the project and report positive impacts from their participation What proportion of participants is satisfied with experience of the project? What do participants identify as the main outcomes or impacts for them? Written participant surveys following activities Focus groups with diverse sample of participants across range of activities Tim July – Aug 2012 Key stakeholders are satisfied with project outcomes Do key stakeholders in the community believe the project has improved arts and cultural opportunities for the community? What do they see as the main outcomes and impacts? In-depth interviews with: -key arts organisations -key community groups -local council staff Jess July – Aug 2012
Increased skills and confidence of local arts workers Professional development opportunities are provided for local arts workers Were new opportunities and support provided for local arts workers to increase their skills and confidence? Project reports – count number and describe type of professional development opportunities provided; count number of participants in professional development Sarah Feb – Aug 2012 Arts workers involved in project report increased skills and confidence as a result of their involvement Has the project increased the skills and confidence of local arts workers in doing this type of work in communities? What are the main learnings they take away from the project? Pre-project online survey with arts workers to be involved in project – ask about their level of skills and confidence Post-project online survey with arts workers involved Case studies of two arts workers involved to track their progress throughout the project Sarah Dec 2011 Sarah July-Aug 2012 Sarah Dec 2011 – Aug 2012
The Evaluation Committee compared the arithmetically corrected financial offers to calculate their financial scores: *In case there were arithmetical corrections, one should include an annex describing what these arithmetical corrections were. Tender ID Tenderer name Price in Euro as per financial offer Price in Euro including any arithmetical corrections (if any)* Financial Weight Final Ranking of Administratively and Technically Compliant Tenders as follows: Tender ID Name of Tenderer Price in Euro including any arithmetical corrections (if any) Overall score [(Technical score x 0.80*) + (Financial score x 0.20*) – as per Tender Document] Ranking [For each lot, ] the final ranking of the tenders which were not excluded during the evaluation was as follows, in order of the arithmetically corrected financial offers: Tender ID Tenderer name Financial offer [after arithmetical correction] (Euro) Final ranking 3. Conclusion Pursuant to the above, the Evaluation Committee recommends that this tender is awarded to [name of bidder] for the amount of [€………] exclusive of VAT, this being the cheapest compliant offer (Price Award)/the most economically advantageous offer with the BPQR. (In the case where the financial offer of the recommended tenderer exceeds the estimated budget)
4. Breakdown of spending by categories of spending The categories of expenditure recorded (with overall average percentage in brackets) were: staff costs €820,265 (69%), staff expenses €50,288 (4%) volunteer costs €104,971 (9%), premises €43,367 (4%), overheads €53,907 (5%) and other costs €117,928 (10%).
Evaluation Step by step guide Planning template Table : Evaluation plan template Objectives Questions What questions do you need to ask to determine that your objectives have been met? Information Required What information do you require to answer each of these questions? Data Source How will you collect this information? Example: Better and more timely planning and delivery of community services and infrastructure in community X through partnership model. Example: What was the model? Who was involved? Was the diversity of the community represented? What was delivered? What was delivered differently because of the model? Has capacity been built to make the model sustainable? What lessons were learnt? Could this model be generalised to other areas? Example: Description of the model List of partners over time Significant organisations not involved in the partnership Audit of services/ infrastructure delivered Partners assessment of what happened differently because of the model Partners assessment of the capacity that has been built and sustainability Partners assessment of lessons High level strategic opinion about the applicability of the findings to other area Example: Project application Bi-monthly reports Stakeholder interviews Achievement audit Stakeholder interviews Stakeholder interviews Stakeholder interviews Workshop on evaluation results Example: Increased level of community Example: Are more people from a range of Example: Number of participants - Age groups, Example: Enrolment forms
participation in general activities and governance. backgrounds involved in general activities? Are more people from a range of backgrounds involved in governance? CALD, indigenous etc Number of participants - Age groups, CALD, indigenous etc Achievement audit Achievement tool Pre and post population indicators Bi-monthly reports 1. 2. 3. 4. 5.
Senior organisational staff from the pilot sites commented on the value and strength in partnering with a complementary organisation to implement the training, and that the partnership could be an ongoing one rather than be solely about a one-off project. Senior staff also reported on the responsive, proactive, open and skilful manner in which difficulties or challenges were dealt with by WDV program staff – “you need a genuine partnership to do that.” Where changes or modifications were made in response to issues raised, they were described as being made ‘in partnership’, and through the use of champions within the organisation. “It’s a test of partnership in working with tight timeframes. Every time I emailed her, she came right back to me. That impresses me in terms of getting good outcomes, commitment and skills.” (Pilot Site Manager) The commitment by senior organisational staff to mobilize significant agency resources and to prioritise the training has been significant in enabling the pilot to go ahead, and in ensuring a significant number of leadership/management and support staff participated in the training. The evaluation finds that key to the successes of the pilot program has been the strength of commitment from all participating organisations which has included contributing significant resources, particularly through the participation of staff to support the training. Co-facilitation Model Key Findings: Impact of Co-facilitation Model Strong support for co-facilitation from training participants and co-facilitators Co-facilitators learning the role and became more organised and confident during the program Powerful exchange of skills and experience by working in co-facilitation teams Train the Trainer successful in building strong and respectful relationships between co-facilitators More time on the content of the training package required during the Train the Trainer Comprehensive and flexible support program for co-facilitators Observational element confused roles and had a negative impact for some
Evaluation vs. Research Concept Evaluation Research Planning Framework for program evaluation Engage stakeholders Describe the program Focus the evaluation design Gather credible evidence Justify conclusions Ensure use and share lessons learned Scientific method State hypothesis Collect data Analyze data Draw conclusions Decision Making Stakeholder-controlled Collaborative Investigator-controlled Authoritative Standards Repeatability Utility Feasibility Propriety Accuracy Validity Internal (accuracy, precision) External (generalizability) Questions Values Merit (quality) Worth (value) Significance (importance) Facts Descriptions Associations Effects Design Incorporate changes & account for circumstances Expand to see all domains of influence Encourage flexibility and improvement Maximize context sensitivity Treat contextual factors as essential information Understand that comparison groups are optional Isolate changes & control situation Narrow experimental influences Ensure stability over time Minimize context dependence Treat contextual factors as confounding Comparison groups are a necessity Data Collection Sources Multiple (triangulation) Sampling strategies critical Concern for protecting subjects, organizations, communities Indicators/ Measures Mixed-methods Sources Limited number (accuracy) Sampling strategies critical Concern for protecting subjects Indicators/ Measures Quantitative Qualitative Analysis & Synthesis Timing Ongoing Scope Integrate all data Timing One-time (end) Scope Focus on specific variables Judgements Explicit Examine agreement on values State whose values are used Implicit Tries to be value-free Conclusions Attribution & contribution Establish time sequence Demonstrate plausible mechanisms Account for alternative explanations Show similar effects in similar contexts Attribution Establish time sequence Demonstrate plausibility Control for confounding Replicate findings Uses Feedback to stakeholders Focus on intended uses by intended users Build capacity Disseminate to interested audiences Content and format varies to maximize comprehension Emphasis on full disclosure Requirement for balanced assessment Disseminate to interested audiences Content and format varies to maximize comprehension * Adapted from: U.S. Department of Health and Human Services Centers for Disease Control and Prevention. Office of the Director, Office of Strategy and Innovation. Introduction to program evaluation for public health programs: A self-study guide. Atlanta, GA: Centers for Disease Control and Prevention, 2011. Retrieved from:
Questions prompts are provided as a starter for the discussion. If judgements /suggestions are made, the evaluator should probe to evidence to support this judgement/suggestion and test counterfactuals. Criteria/ expected achievements Semi-structured question prompts (as appropriate) What comes to mind when I mention Rheumatic Fever (Campaign)? Reach: The campaign reaches those at high risk of rheumatic fever, their families and communities, and the people who care for them & The campaign is remembered What have you seen or heard about the Rheumatic Fever Campaign? Where have you seen or heard about the Rheumatic Fever Campaign (unprompted and then prompted)? Mention all the different modes (showing images): Television ads Radio ads Online banner ads Posters Magnetic postcards Digital screens Online videos Which of the types of advertising appeal to you the most? Probe: Access to campaign materials? What was it about these types of advertising that really appealed to you (or that you liked the most)? Are there any of the types of advertising that you haven’t seen or heard? Probe reasons not seen or heard? Did you talk to other parents or children about what you have seen in the campaign? Have you heard others talking about it? If so, what things have you talked about? Relevance: The campaign uses appropriate language and messaging for the cultural context Exercise: Using the campaign advertising handed out to you, please arrange them in order of advertising that most appealed to you (at the top) to the advertising that least appealed to you (at bottom). Discuss ranking and why What were the key messages you can recall from the advertisements? Probe message recall and mode (e.g. TV, radio, digital screens, posters, internet banners): -Antibiotics message – Only antibiotics can cure a sore throat -You must complete a course of antibiotics if prescribed -Sore throat leads to Rheumatic Fever -If you don’t get the sore throats checked it could lead to Rheumatic Fever. Was it easy to understand or was it hard to understand the messages? What made it easy/difficult?
for failing to make the adjustments to their new school. Checking on how well transitions are happening for students by talking with students, parents and whānau, and teachers. Catering for students as they transition within the school. Getting to know students’ interests, strengths and learning needs and using these as the foundation of an engaging programme. Acknowledging and responding to the cultural identities of all students. Finding out what students know and can do. Pitching work at an appropriately challenging level so that students experience success. Involving students and their parents in planning their learning pathways. Appendix Processes schools can use to access a student’s e-asTTle data when a student has moved to a new school. There are two possible solutions for this issue. One The Ministry of Education has recently introduced a facility in e-asTTle where schools can see all the tests your students have previously completed at your school or another school. This shows the test name, subject, the year the student was in when they sat the test, the overall score, the overall level, the duration of the test, the strands covered in the test. Teachers and leaders can view this and also print as a pdf or create an individual progress report. This is accessed in this manner: Go to manage students go to view student results summary choose the group you are interested in choose the students click on continue
Providers value CNC contribution as patients are confident and know more about their cancer and treatment Source: Patient survey Evaluative assessments Evaluative judgements CNCI success criteria Evaluative judgement Assessment rationale Area of future focus Targeted those with greatest need Partially achieved Unable to assess proportion of priority patients not accessing CNCI. Patients with a range of cancers and triaged as 1 and 2 (most complex needs) are accessing the CNCI. Māori and Pacific people are accessing CNCI but not at high levels. Consideration is needed on how to remove access barriers to the CNCI for Māori and Pacific patients. The benefits of population based roles requires further investigation as they become more established. CNCs need to focus more on ensuring cultural needs and beliefs are met. Consideration is needed on the role of primary care in referring patients to the CNCI. Improve access and timeliness of access to diagnostic and treatment services Not measureable Perception CNCI is contributing to timely access and treatment No definitive measure on timeliness. Providers and senior managers perceive the CNC role is facilitating timely process, and contributing to timely diagnosis through improved patient care coordination. Patients are aware of the appointment process and likely timeframes. Ongoing focus on ensuring the role and its benefits are well understood by providers to integrate and increase the influence of the CNCI to facilitate patient pathways.
Positive patient experience Achieved Patients’ and providers’ feedback indicate positive patient experience. Exception is patients who have an initial CNC contact and then no further interaction. Need to ensure patients have a clear understanding of the role especially if they are assessed as not requiring the support of the CNC (at that point in time). Continue to facilitate patients to be linked to other services especially financial and emotional support services. Increase focus on whānau involvement and involving patients in decisions. Improve information sharing and handovers and offer (if appropriate and possible in FTE allocation) more regular contact. Identified improvements in care coordination and patient pathway Achieved Systems projects are occurring across all DHBs. Some are demonstrating positive change. Consider further review of the system projects being undertaken to assess whether they are having sustained and positive impact on improving the patient experience and pathways. Seek to address the ongoing barriers that impede the CNC system improvement role including lack of buy-in, high CNC workload and lack of IT infrastructure or support.
The school has increased opportunities for pupils to walk, cycle, and scoot to school. X Parents walking to schools group (see case study) Pupils are more active during the school day. X Emotional health and wellbeing The school’s leadership/management team has actively supported activities/initiatives to promote emotional health and wellbeing. X The School Improvement Plan includes our initiatives to promote wellbeing. The school has reviewed and updated its policies relating to promotion of emotional health and wellbeing. X We updated our policies to ensure nurture groups and new PSHE SOW were included. The school has embedded the teaching and learning about emotional health and wellbeing within the curriculum. X PSHE scheme of work Teachers and school staff have increased knowledge, skills and confidence to promote emotional health and wellbeing. X PSHE scheme of work The school has new resources to support the teaching and learning of emotional health and wellbeing. X PSHE scheme of work The school’s culture and environment has been improved to support emotional health and wellbeing. X Pupils have been able to influence, contribute to and have a voice on initiatives to promote emotional health and wellbeing. X Parents and carers are actively involved in initiatives to promote emotional health and wellbeing. X The use of nurture has built relationships between home and school with more open conversations and discussions regarding parenting and support available.
Table of contents (cont) 9. Awareness and promotion Awareness of the Guidelines Promotion Suggestions for improvements 35 35 35 36 10. Compilation and review of the guidelines The guidelines review and revision process Awareness of the review process Public consultation participation Issues with the Guidelines review process Improvements to the Guidelines review process 38 38 39 39 40 42 Section D. Conclusions and future options 45 11. Cost-effectiveness Cost-effectiveness Perceptions of cost-effectiveness of the Guidelines Comparative costs 46 46 46 47 12. Future directions A suggested model for the Guidelines Steps to redevelopment of the Guidelines Draft outcomes parameters for assessing the effectiveness of the Guidelines 48 48 49 50 Appendix 1: Areas of inquiry Appendix 2: Data collection Appendix 3: Stakeholder letter Appendix 4: Questionnaire Appendix 5: Survey invitation 51 53 59 60 64 List of tables Table 1: Evaluation design Table 2: Interview sample Table 3: Survey response rate by profession Table 4: Survey response rate by area of work Table 5: Number of respondents per survey question 4 54 56 57 57 Summary of the evaluation findings 1. Background to the evaluation The Food and Nutrition Guidelines (the Guidelines) are currently a series of six food and nutrition guidelines documents that provide the Ministry of Health’s evidence base for nutrition policy advice. The Guidelines focus on population groups throughout New Zealand with emphasis on populations most at risk, including Māori and specific
EMPLOYER’S WORK STUDY EVALUATION Student Name: Program: Company name: Supervisor/ Employer’s representative: Work Study 1 □ Work Study 2 □ Evaluation 1 □ Evaluation 2 □ Please complete the questions using the following scale: 1 Above expectations 3 Below expectations 2 Meets expectations 4 Fails to meet expectations 1 2 3 4 Comments Masters theoretical, technical, and/or practical knowledge. Does his or her work with diligence and effectiveness. Shows interest and motivation in his or her work. Uses his or her competencies well. Integrates well with coworkers. Pays attention to details. Is diligent and punctual. Shows problem-solving skills. Personable and at ease with others. Shows courtesy towards other employees. Accepts constructive criticism and initiates corrective measures. Capable of working in a team.
Program Evaluation Form NEARI Online Webinar Sponsored by: Orlando Behavior Health Services Program Title: Practice Self-Regulation: A Trauma-Informed Approach for Adolescent Sexual Health™ Presenter: Joann Schladale, M.S., LMFT A. Please rate how well the presentation met the stated objectives by circling the appropriate number for each objective below. Very Poorly 1 2 3 4 5 Very Well Objective number: One Two Three Rating: 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 B. Please indicate your level of agreement with each of the statements below for each presenter in the Strongly Strongly webinar circling a number in the agreement scale Disagree 1 2 3 4 5 Agree Presenter: 1 Joann Schladale 1 Content was presented in an organized, clear and effective manner 1 2 3 4 5 2 Presenter was responsive to questions/comments 1 2 3 4 5 3 Teaching aids/ audiovisuals were used effectively 1 2 3 4 5 4 I would attend another workshop by this presenter 1 2 3 4 5 Additional Comments: Evaluation of objectives: C. Please use the scale at the right to rate how well your Very Very experience met each of the overall Goals listed below. Poorly 1 2 3 4 5 Well 1. Integrate empirical evidence into a clearly defined approach for sexual health and well being 1 2 3 4 5 2. Engage and motivate youth who have experienced trauma to promote harm-free sex and prevent STI’s, HIV, and pregnancy 2 3 4 5 3. Promote and model self-regulation skills while communicating hope and optimism 1 2 3 4 5
Please select a grade to indicate your assessment according to the following criteria. Detailed comments in support of these grades should be provided in the free text overall assessment section Originality; potential contribution to knowledge Outstanding Excellent Good Satisfactory Fair / Some Weaknesses Poor Research design and methods Outstanding Excellent Good Satisfactory Fair / Some Weaknesses Poor To what extent does the project work across thematic areas Outstanding Excellent Good Satisfactory Fair / Some Weaknesses Poor Strength of team & external partners Outstanding Excellent Good Satisfactory Fair / Some Weaknesses Poor Value for money Outstanding Excellent Good Satisfactory Fair / Some Weaknesses Poor Outputs, dissemination and impact Outstanding Excellent Good Satisfactory Fair / Some Weaknesses Poor Please provide comments in support of the grades you have given and on any other aspects of the proposal that you consider relevant. Comments here please
& Moseley, C. 2010 intellectual disabilities identified in English-speaking nation deinstitutionalised and post deinstitutionalised studies results of 67 studies were analysed. Professional boundaries in a paradigm Parkes, N. & Jukes, M. 2008 Learning disability UK A discussion paper drawing on other research. Not applicable The housing and support needs of people with an intellectual disability into older age Shaw, K., Cartwight, C., & Craig, J. 2011 Intellectual disability Australia The aim of this study was to explore the views of people with intellectual disability and their family members who care for them regarding preferred models of housing and support for people with an intellectual disability who are ageing. Focus groups and individuals interviews were conducted with 15 people with intellectual disabilities who work in supported employment (aged 19 to 55 years, with a mean age of 46 years) and 10 family members who care for adults with intellectual disabilities Comparison of community residential supports on measures of information and planning; access to and delivery of supports; choice and control; community connections; satisfaction; and overall perceptions of outcomes Intellectual disability Canada To compare outcomes across four types of community residential settings: group homes, family model homes, independent home or apartment and family home. A large scale survey (n=852) of family members and support staff of adults with intellectual disabilities receiving community living services, comparing outcomes across four types of residential settings: group homes, family model homes, independent home or apartment, and
Template: Meeting summary Meeting Summary 1. Incident name <insert incident name> 2. Meeting date <insert meeting date> 3. Meeting time <insert meeting time> 4. Meeting name: <insert meeting name> 5. Meeting location: <insert meeting location> 6. Chair/Facilitator: <insert name of chair/facilitator> 7. Attendees: <insert attendee name> <insert attendee name> <insert attendee name> <insert attendee name> 8. Notes (with summary of decisions and action items) - - - - - - - - - - - - - - - - - - - BIMS 230 20100302 9. Prepared by (insert Name and Positon) 10. Approved by: (insert Name and Positon)
a shift towards resilience focused outcomes in the multiyear humanitarian strategy humanitarian challenges in Myanmar are protracted and not likely to be resolved in the near future. Therefore, and recognising DFAT’s commitment to improved links between development and humanitarian programming and policies, DFAT agrees that humanitarian investments need to include a stronger focus on resilience. opportunities to increase the focus on resilience within humanitarian investments, particularly where existing programming could be reformulated to better incorporate resilience and draw on good practice examples. DFAT will advocate for increased participation of local partners in the planning, implementation and monitoring of programming, including ensuring that it delivers locally and sectorally appropriate pathways to resilience. all humanitarian contracting in Myanmar conducted from 2018-19 Recommendation 4: Australia should explore innovative ways of engaging with partners to support multiyear planning and implementation of effective programming Agree As set out in the DFAT Humanitarian Strategy (2016), a guiding principle for DFAT’s humanitarian investments is to look for opportunities for increased effectiveness and innovation. The introduction of multiyear strategies for humanitarian funding in protracted contexts reflects a new approach to our work in protracted crises, and a sensible opportunity to investigate and implement other innovations as well. DFAT is investigating a range of innovations in funding, planning and implementing humanitarian investments, drawing on experiences with other donors, partners and best practice literature, as well as engagement by Geneva and New York posts. HPD will provide support to all bilateral aid programs, including Myanmar, on how this might be applied. In identification of partners, and subsequent negotiations for multiyear funding arrangements, DFAT will consider opportunities to encourage innovative approaches and the means to promote and track progress against our humanitarian reform priorities. DFAT will consider how to generate, disseminate and act on learning from the existing humanitarian investments in Myanmar, and other protracted crises as relevant, to support innovative approaches by partners. To be considered for all humanitarian contracting conducted by 2018-19 Recommendations on the policy priorities of Australia’s humanitarian investments in Myanmar
% of people with severe mental health illness with a comprehensive care plan in place 81.3% 79% 81.1% 82.2% Ratio of the number of people entering talking therapies to the estimated number of people with depression and/or anxiety disorders 9.8% 9.4% 4.2% 10.1% Ratio of observed to expected number of emergency acute admissions for: Self-harm Schizophrenia Mood disorders MH conditions resulting from alcohol misuse Expected 843 15 30 177 Observed 931 8 14 168 Expected 804 16 32 180 Observed 785 37 41 138 Expected 706 10 20 206 Observed 757 11 27 340 % of patients admitted to an acute hospital via A&E for a MH condition 4.8% 4.9% 5.1% 7.3% % of patients admitted to an acute hospital via A&E for a MH condition who had attended A&E multiple times in the preceding 5 years 3.5% 2.8% 2.8% 2.5% % of patients attending A&E multiple times prior to admission that have had previous specialist MH contact and/or acute hospital admission for MH condition 66% 63.9% 76.6% 83.9% % of patients admitted to an acute hospital via A&E for self-harm at times when attendances for these conditions are nationally at their highest (11pm to 5am) 6% 7.8% 6.7% 9% % of emergency admissions via A&E for a MH condition (for patients with a history of previous MH contact) that returned to A&E within 30 days (for any reason) 25% 21.5% 24.3% 23.2% % of emergency admissions via A&E for a MH condition (for patients with NO history of previous MH contact) that returned to A&E 13.5% 11.3% 13.6% 12.9%
within 30 days (for any reason) 6 month mortality rate (from all causes) among patients admitted to an acute hospital for a MH condition (not including self harm or undetermined injury) Expected 31 Observed 26 Expected 52 Observed 47 Expected 60 Observed 62 6 month mortality rate from self-harm or undetermined injury among all patients admitted to an acute hospital (for any reason) Expected - Observed - Expected - Observed 7 Expected - Observed - MHMDS recording - % of Care Programme Approach (CPA) spells with a crisis plan recorded 23.4% 27.1% 0.5% 0.8% Ratio of home treatment episodes by crisis resolution home treatment teams to people using secondary MH services 76 per 1000 84 per 1000 43 per 1000 83 per 1000 Referral rate to crisis teams per 10,000 population 107 - 42 430 % of crisis team referrals with face to face assessment2 72.1% - 95.9% - Hospital admissions as a % of crisis team referrals2 18.3% - 31.4% 10.5% Ratio of crisis resolution home treatment staffing to caseload (benchmark is 0.56 staff per case)2 0.47 - 0.25 1.98 % of emergency admissions to specialist MH provider that are NOT the main provider commissioned by the CCG 4.4% 2.1% 12.9% 7% Estimated annual bed occupancy levels compared to expected standard (85% 88.1% 88.7% 90.9% 78.8% Number of deaths within 30 days of MHMDS care spell ending Expected 272 Observed 339 Expected 280 Observed 181 Expected 139 Observed 139 Number of suicides within 30 days of Expected - Observed - Expected - Observed - Expected - Observed 0
Have you ever faced a significant ethical problem at work? How did you handle it? Look for HR and legal knowledge like efforts to resolve the problem by investigating confidentially, working with legal counsel and working with managers. Describe a time when you made a mistake at work. How did you deal with this situation, and what was the outcome? Seriousness of the mistake is important as well as and learning going forward. How have you handled situations where someone—an employee, vendor or a conflict of interest? Look for understanding of values within the particular industry and including them with the problem resolutions as well as educating others about reducing business risk. Explain the phrase “work ethic.” How would you describe your work ethic? Answer should include a dedication to being honest. Listen for a balanced view on dedication to the job and a personal life. Competency: Leadership and Navigation Tell me about a time when you used collaboration to solve a problem. Expect a workplace problem that included listening, engaging others, and flexibility. When should you use consensus decision-making versus voting or directing in HR? Answer should include an acknowledgement that at times due to business needs or legal restrictions, you need to make a directive decision, but that consensus is often better because all agree to accept the decision. How have you considered your company’s culture when participating in a new project or program? Listen for an example that clearly shows an understanding of the business and the value of selling an idea or moving something forward using that. Tell me about a time when you participated in a company-wide project or initiative. What role did you play? Look for leadership roles and understanding of the business and culture.
Tell me about a time when you were responsible for an unpopular change, how you approached it and what you learned from it. Answer should include reference to determining why it was unpopular as well as efforts to engage the people who were dealing with the change in making some decisions. Competency: HR Expertise How do you stay current on changes in labor laws and regulations? Listen for recent legal training/education or development program attendance, membership and participation in related HR organizations, references to reading books, websites, HR blogs, etc. Tell me what you know about our company/business. Expect detail based on what might be available via websites or contacts. Reference to similar businesses is good too. If you got this position, what would be your biggest challenge as far as learning the business? Answer should include recognition of areas of lack of experience or knowledge. What have you done in the last two years to keep up to date with changes in the HR field? Listen for recent HR training/education or development program attendance, membership and participation in related HR organizations, references to reading books, websites, HR blogs, etc.