Sentences with phrase «with outcome assessment»

Not exact matches

That assessment in turn informs a judgement as to whether inflation pressure in the economy is likely to increase, decrease or stay about the same, and how the likely outcomes compare with the announced objective.

Such risks and uncertainties include, but are not limited to: our ability to achieve our financial, strategic and operational plans or initiatives; our ability to predict and manage medical costs and price effectively and develop and maintain good relationships with physicians, hospitals and other health care providers; the impact of modifications to our operations and processes; our ability to identify potential strategic acquisitions or transactions and realize the expected benefits of such transactions, including with respect to the Merger; the substantial level of government regulation over our business and the potential effects of new laws or regulations or changes in existing laws or regulations; the outcome of litigation, regulatory audits, investigations, actions and / or guaranty fund assessments; uncertainties surrounding participation in government - sponsored programs such as Medicare; the effectiveness and security of our information technology and other business systems; unfavorable industry, economic or political conditions, including foreign currency movements; acts of war, terrorism, natural disasters or pandemics; our ability to obtain shareholder or regulatory approvals required for the Merger or the requirement to accept conditions that could reduce the anticipated benefits of the Merger as a condition to obtaining regulatory approvals; a longer time than anticipated to consummate the proposed Merger; problems regarding the successful integration of the businesses of Express Scripts and Cigna; unexpected costs regarding the proposed Merger; diversion of management's attention from ongoing business operations and opportunities during the pendency of the Merger; potential litigation associated with the proposed Merger; the ability to retain key personnel; the availability of financing, including relating to the proposed Merger; effects on the businesses as a result of uncertainty surrounding the proposed Merger; as well as more specific risks and uncertainties discussed in our most recent report on Form 10 - K and subsequent reports on Forms 10 - Q and 8 - K available on the Investor Relations section of www.cigna.com as well as on Express Scripts» most recent report on Form 10 - K and subsequent reports on Forms 10 - Q and 8 - K available on the Investor Relations section of www.express-scripts.com.

Early Learning Outcomes Reporting links high quality learning standards with assessment and instruction for children birth through transition to kindergarten.

Another strength is that our results provide a more complete assessment of socioeconomic inequalities in breastfeeding rates, by estimating both relative and absolute inequalities, than common practice in inequality assessments.23 Finally, our study analysed effects of the intervention not only on an immediate, direct outcome (breastfeeding) but also on a long - term consequence of breastfeeding (child cognitive ability) that is associated with important health and behavioural outcomes in later life.27

Low family income during the early childhood has been linked to comparatively less secure attachment, 4 higher levels of negative moods and inattention, 5 as well as lower levels of prosocial behaviour in children.2 The link between low family income and young children's problem behaviour has been replicated across several datasets with different outcome measures, including parental reports of externalizing and internalizing behaviours,1 - 3, 7 -9,11-12 teacher reports of preschool behavioural problems, 10 and assessments of children based on clinical diagnostic interviews.7

Six models showed favourable effects on primary outcome measures (e.g., standardized measures of child development outcomes and reduction in behaviour problems).13 Only studies with outcomes using direct observation, direct assessment, or administrative records were included.

Independent observations of change were on the whole smaller than parent - report (SMD of 0.4 compared with 0.7), and very few (7/25) of the included studies had provided an independent assessment of outcome.

When combined with rapid assessments of balance and cognition, the testing battery was able to detect 100 percent of concussions that occurred among athletes in the studies that measured this outcome.

Caution is also needed in the interpretation of this finding as there is inconsistent reporting due to variations in the timing of outcome assessments, and the settings of studies and the population groups included in studies with more face - to - face visits.

In comparison with the dossier assessment, this additional information changed the result for one of the seven patient groups differentiated by the G - BA: It shows that the results on the outcome «sustained virologic response» (SVR) for patients without HIV coinfection are transferable to patients with HIV coinfection.

«Better outcome measures needed for clinical trials for Fragile X Syndrome: Assessments not keeping up with clinical trial advances.»

Using data from a sample of 2,615 active duty military families, living at designated military installations with a child ages 3 - 17, a group of researchers led by Dr. Patricia Lester, of the University of California, Los Angeles (UCLA) Semel Institute for Neuroscience and Human Behavior, examined the impact of FOCUS on behavioral health outcomes, including depression, anxiety, and child pro-social behavior over two follow up assessments.

AIM provides assistance to researchers with collection and assessment of Patient Reported Outcomes, behavioral data, and measures of fitness and body composition.

However, in the Hamilton sodium studies, assessments of the association between sodium excretion and CVD risk were made in which subjects with such preexisting conditions were excluded, with no significant effects on outcomes.

Dietary guidelines for patients with diabetes mellitus were revised by the American Diabetes Association (ADA) earlier this year.1 The ADA recommends that the composition of the diet be individualized on the basis of a nutritional assessment and the outcomes desired.

The World Health Organization recommended less than 10 % of calories from added sugar based on its assessment of higher consumption and adverse health outcomes.4 With the evidence of higher added sugar consumption and adverse health outcomes accumulating, the American Heart Association recommended that total calories from added sugar should be less than 100 calories / d for most women and less than 150 calories / d for most men.5 Our analysis suggests that participants who consumed greater than or equal to 10 % but less than 25 % of calories from added sugar, the level below the Institute of Medicine recommendation and above the World Health Organization / American Heart Association recommendation, had a 30 % higher risk of CVD mortality; for those who consumed 25 % or more of calories from added sugar, the relative risk was nearly tripled (fully adjusted HR, 2.75).

«However, the government must now use the space it has created with today's announcement on assessment to ensure that the outcome delivers real progress in reducing, not increasing, the already intense workload burdens on teachers and school leaders, whilst also ensuring that schools are judged on the right things in the right way.»

Microlearning can improve outcomes, if used with formative assessments — this is the basic idea behind many adaptive learning systems.

Teachers can create checklists of the standards, sub-standards, and outcomes to work through the «weeds» of hitting the standards through personalized projects, and they can use these checklists with students to co-create project ideas and assessments.

Key Measures Special educational needs key measures include a single assessment process (0 - 25) which is more streamlined, better involves children, young people and families and is completed quickly; An Education Health and Care Plan (replacing the statement) which brings services together and is focused on improving outcomes; An offer of a personal budget for families with an Education, Health and Care Plan; A requirement for local authorities and health services to jointly plan and commission services that children, young people and their families need; A requirement on local authorities to publish a local offer indicating the support available to those with special educational needs and disabilities and their families, and; The introduction of mediation opportunities for disputes and a trial giving children the right to appeal if they are unhappy with their support.

Following the single assessment process, a decision will be made about how to meet the identified learning, health and / or care outcomes together with the child or young person and their family.

Harvard Graduate School of Education will work with the Strategic Education Research Partnership and other partners to complete a program of work designed to a) investigate the predictors of reading comprehension in 4th - 8th grade students, in particular the role of skills at perspective - taking, complex reasoning, and academic language in predicting deep comprehension outcomes, b) track developmental trajectories across the middle grades in perspective - taking, complex reasoning, academic language skill, and deep comprehension, c) develop and evaluate curricular and pedagogical approaches designed to promote deep comprehension in the content areas in 4th - 8th grades, and d) develop and evaluate an intervention program designed for 6th - 8th grade students reading at 3rd - 4th grade level.The HGSE team will take responsibility, in collaboration with colleagues at other institutions, for the following components of the proposed work: Instrument development: Pilot data collection using interviews and candidate assessment items, collaboration with DiscoTest colleagues to develop coding of the pilot data so as to produce well - justified learning sequences for perspective - taking, complex reasoning, academic language skill, and deep comprehension.Curricular development: HGSE investigators Fischer, Selman, Snow, and Uccelli will contribute to the development of a discussion - based curriculum for 4th - 5th graders, and to the expansion of an existing discussion - based curriculum for 6th - 8th graders, with a particular focus on science content (Fischer), social studies content (Selman), and academic language skills (Snow & Uccelli).

The pack includes: an overview of the unit including a summary of staged learning outcomes linked to the KS2 Programme of Study; comprehensive planning including opportunities for extension; 15 extensive resources with step - by - step instructions, teaching materials and photocopiable pupil sheets; a motivating final assessment activity; staged assessment criteria for the KS2 Programme of Study; a teacher record sheet.

Specifically to: 1) collaborate with Crittenton Women's Union (CWU) to create video resources that demonstrate its family skill - building model as a means of building adult capabilities to improve child outcomes; 2) create an initial set of materials for practitioners and leaders of family service - provision systems to be used with caregivers to improve serve - and - return interaction as well as self - regulation and executive function skills; and 3) test these materials as part of a qualitative needs assessment of practitioners who wish to build the capabilities of adults who care for children birth - to - five, with an emphasis on birth - to - three.

Over the course of the two - year project, schools will begin to implement pathway - wide systems of performance - based assessment that include the use of common, outcomes - aligned rubrics and performance tasks, and a culminating student demonstration of learning and skill — all aligned with the Common Core and the 4Cs.

Researchers from RAND studying the first year of Vermont's implementation of portfolio assessments for fourth and eighth graders found that the development of portfolios (work was selected by students with input from classroom teachers) had several positive educational outcomes: Students and teachers were more enthusiastic and had a more positive attitude about learning, teachers devoted «substantially more attention» to problem solving and communication (two areas represented by portfolios), students spent more time working in small groups or in pairs, and teachers felt the portfolios afforded them a new perspective on student work.

It says the two with the strongest evidence in improving student outcomes are: content knowledge (including how students think about content); and quality of instruction (including effective questioning and use of assessment).

This product helps teachers... Plan to spiral the ELA standards Identify standards to reteach based on results Align instruction and strategies with desired learning outcomes Practice backward planning from assessments.

Lesson includes: - Starter - 3D learning objectives and differentiated outcomes - Definition activity - Label the synagogue activity - Mini Review - Functions of a synagogue - Exam practise with exam technique - Exam feedback (peer assessment)- Plenary: True or False - Full PPT - Lesson Plan Created with the WJEC / Eduqas RS GCSE in mind, though can be applied across specifications and qualifications.

The commission, appointed by Gov. Bruce G. Sundlun, urged the state department of education, along with schools and districts, to establish statewide standards for student outcomes and to develop performance - based assessments linked to those standards.

When implementing this approach, we only compare the outcomes of students for whom the same pair of teachers is making the assessments to ensure that our results are not biased by certain kinds of students being assigned to teachers with especially high (or low) expectations.

Two outstanding lessons merged into one Power Point that could easily be stretched across three / four lessons lesson (3/4 hours) consisting of; differentiated learning outcomes, starters, plenaries, key terms, exam technique and assessment question practice, based on the social development across life stages as well as an opportunity to identify key theories associated with each aspect of development (PIES) in preparation for the 10 mark exam questions.

As we struggle with how to improve student outcomes, we need to triangulate Level 1 «satellite» data — test scores, D / F rates, attendance rates — with Level 2 «map» data — reading inventories, teacher - created common assessments, student surveys — and Level 3 «street» data, which can only be gathered through listening and close observation.

Assessment for learning starts with outcomes, proceeds with projects, products, and performances that map to the outcomes, and completes the loop with assessment and feedback to students.

In joining a network, an agency would agree to pool its data, collect common outcomes such as a common interim assessment or teacher surveys, and work with the network organizer to establish a comparison group for each major intervention it implements.

Within the new Children and Families Act 2014 are changes to statutory assessment and a replacement of SEN statements with new education, health and care (EHC) plans, introducing a more person - centred approach to assessing need and planning for better outcomes for children and young people aged 0 — 25 years.

Lesson includes: - Lesson plan - Presentation with learning outcomes and keywords - Review of learning outcomes throughout - Oracy activity - Exam questions for AfL - Extended answer exam questions with support for those identified from AfL - Self assessment and improvement of exam questions - Mini whiteboard quiz plenary

The resource contains approximately nine hours of learning which will be available 24 hours a day, with modules covering: high quality practice and what this means for SEND; identifying needs and the role of assessment; the process for arriving at meaningful outcomes; participation and engagement, both of children and young people, and of their parents and families.

The plan sets a target of 66 % of working - age New Mexicans earning a college degree or post-secondary credential by the year 2030 — a rigorous goal given the current attainment rate of 45 %.1 The plan also sets a vision for New Mexico to be the fastest growing state in the nation when it comes to student outcomes, with a goal to increase the percentage of students who demonstrate readiness to more than 60 % on the state English language arts (ELA) and math assessments.2 These efforts are significant considering New Mexico's historically lower student academic proficiency rates compared to other states and to national averages3, and demonstrate how leaders are driving a sense of urgency to improve.

With this year's IDEA determinations, the Department used multiple outcome measures that include students with disabilities» participation in state assessments, proficiency gaps between students with disabilities and all students, as well as performance in reading and math on the National Assessment of Educational Progress (NAEP) to produce a more comprehensive and thorough picture of the performance of children with disabilities in each stWith this year's IDEA determinations, the Department used multiple outcome measures that include students with disabilities» participation in state assessments, proficiency gaps between students with disabilities and all students, as well as performance in reading and math on the National Assessment of Educational Progress (NAEP) to produce a more comprehensive and thorough picture of the performance of children with disabilities in each stwith disabilities» participation in state assessments, proficiency gaps between students with disabilities and all students, as well as performance in reading and math on the National Assessment of Educational Progress (NAEP) to produce a more comprehensive and thorough picture of the performance of children with disabilities in each stwith disabilities and all students, as well as performance in reading and math on the National Assessment of Educational Progress (NAEP) to produce a more comprehensive and thorough picture of the performance of children with disabilities in each stwith disabilities in each state.

Knowledge, application, and engagement are all critical outcomes of reading with comprehension; assessments that reflect all three of these outcomes are needed.

Just try to decipher this recent press release about a new study proving «rubric - based assessment can be taken to scale and can produce valid findings with credible and actionable information about student learning that can be used to improve curricular and assignment designs and to increase effectiveness of programs and classes in advancing the most important learning outcomes of college.»

Jon has also consulted with teachers, schools and districts, colleges and universities, on the development, review and revision of assessments and standards / outcomes.

Can assessment practices, such as criteria - setting and self - assessment, live in harmony with these open - ended or emergent outcomes?

After controlling for the measures of student, peer, and teacher influences above, we estimated the variance in student outcomes on the new assessments associated with the textbook used.

The policies that were criticized were those that increased attention to academic outcomes at the expense of children's exploration, discovery, and play; methods that focused on large group activities and completion of one - dimensional worksheets and workbooks in place of actual engagement with concrete objects and naturally occurring experiences of the world; and directives that emphasized the use of group - administered, computer - scored, multiple - choice achievement tests in order to determine a child's starting place in school rather than assessments that rely on active child engagement, teacher judgment, and clinical opinion.

The current American educational landscape, with its increasing pressure to measure students» learning outcomes through standardized assessments, does not always leave room (or time!)

b) Develop best practices for correlating outcomes on interim and local summative assessments with state summative data.

Brian has been involved with creating policies, models, and criteria for promoting validity, reliability, and credibility in both assessments and accountability systems through work with groups such as the U.S. Department of Education (co-author of Accountability Peer Review guidance; Growth Model Pilot guidance), Council of Chief State School Officers (CCSSO)(author of documents on the design of accountability systems and balanced assessment systems), National Center for Educational Outcomes (NCEO)(author of research reports on standardization and reliability for assessment systems for students with disabilities), and several state Technical Advisory Committees.

After principal candidates complete the assessment, the scores are instantly available, sorted and rank - ordered with other applicants so it's easy for district leaders or administrators to quickly identify who is most likely to have the best impact on student outcomes.