Grand Canyon University PLAAFP and Annual Goals Case Study Discussion Details: 

Read the case study to inform the assignment that follows and prepare this assignment according to the APA guidelines found in the APA Style Guide Case Study: 

Ana, is in the 9th grade, Age 14 Background Information Ana’s mother, who became pregnant while in high school, is a single parent who completed her GED after Ana’s birth. Her mother works full-time. Ana’s parent never married and her biological father has had very limited contact with her. Ana has no siblings, but does have two male same-age cousins. Her mother wants Ana to finish school, as she wants her to be different from other family members. Medical Information Ana had delayed physical growth from second grade to eighth grade. Her mother took her to a physician during that time and no medical problems were reported. She has received regular medical check-ups with no noted medical concerns and no significant medical history. School History Ana entered kindergarten at age 5 after one year of preschool as a model student in the developmental preschool program at the neighborhood school. Her daycare was provided by her maternal grandmother prior to starting kindergarten. Ana has attended schools in her grandmother’s neighborhood and has had no grade retentions. Attendance Ana has missed an average of 10 days of school from grades K through 7. She had 50 days of absence in grade 8 and missed the first several weeks of grade 9. Ana has had no disciplinary referrals in any grades up to present time. Grade 8 (last academic year) Ana was absent at least 1 day per week starting mid-first quarter in the eighth grade. Her absences increased to two or more each week by winter break. By this time, a pattern of tardiness to school in the morning also began. Ana’s mother reported to the guidance counselor, “She’s refusing to get up in the mornings…lags in getting dressed…complains of tiredness and lethargy.” Ana then arranged to stay in the guidance office to complete work independently, two hours per day in the afternoon. Soon she was absent as many days as she attended and by April, Ana rarely attended school at all. Grade 9 (current academic year) Ana’s physical growth seems to have stopped. At 5’1”, Ana is petite and smaller than most of her peers. She attended the first two days of classes, and then did not attend again for two weeks. She is interested in playing high school sports. She has trouble making friends and keeping connections with peers, but does like teachers and converses easily with them. She has no behavior problems or referrals. She does have trouble completing homework and keeping up with notes in classes and has failing grades in several classes. Testing and Evaluation Ana was given both verbal (WISC) and non-verbal (UNIT) IQ testing. Both tests placed her in the average intelligence range with an IQ of 105. Woodcock-Johnson III Tests of Achievement Please see below. Classroom Teacher Input Ana’s English teacher reports that Ana is able to write complete sentences, but is unable to complete a paragraph that follows the topic sentence. She often spells words incorrectly on her final draft. Additionally, she has difficulty sounding out words, which affects her reading fluency and her reading comprehension. Currently, Ana can independently read a seventh grade text with 80% comprehension. According to a teacher given reading inventory, Ana reads 40WPM correctly at a seventh grade level. Interventions Prior to Special Education Referral Attendance secretary makes daily calls to home 1-to-1 sessions with guidance counselor Building consultation team Schedule changes Truancy petition to Juvenile Court Intake Small group instruction for reading Small group instruction for writing Extended time to complete writing tasks Reason for Referral Ana has an escalating pattern of absenteeism, decreasing socialization with peers at school and in the community, has failing grades, and very low self-acceptance/self-concept. Interviews Guidance Counselor: – Ana spontaneously smiles and converses with him; says she is comfortable in the guidance office; says she wants to be in school to please her mom and to participate in sports; tells the guidance counselor she likes him. Mother: – She does not insist Ana go to school or leave the house if she does not want to. Ana: – Says she thinks she is a “freak” – tiny, odd looking, biracial – Says other kids make fun of her because she is so small – She tears up when she talks about herself; voice quivers – She acknowledges adults (smiles, “thank you”, responds to questions) – Says she likes adults, would rather talk with adults than peers – Does ask questions, initiates comments with adults – Has a good vocabulary and speaks fluently – Says she wants to make her mother happy and proud of her, but does not think she can – Says she likes sports, but is “too small” to play them – Says she is “close” to mother and grandmother Community Ana has had no law enforcement involvement and no court appearances. She has had no formal placements out of home and does not spend time with friends or participate with church or youth groups. Assignment: Part 1: Present Level of Academic Achievement and Functional Performance (PLAAFP) Using the Ana Case Study information, write a 400-500-word Present Level of Academic Achievement and Functional Performance (PLAAFP). Your PLAAFP should include: Student strengths; Evaluations; Performance in classes, Influences of language, culture, and family background; Strengths, preferences, and interests in nonacademic areas; and Any other relevant issues. Part 2: Annual Goals Write two measurable behavioral goals and two measurable academic goals for Ana. Goals should include: A specific, measurable skill/behavior to be achieved in this goal; and A specific measurement tool or assessment strategy In addition, include a baseline for each goal that identifies the present level of the student related to the skill stated in the goal. Part 3: Rationale Provide a 375-500-word rationale that clearly discusses and defends how each annual goal makes sense based on the PLAAFP and also how each goal is measurable. BAR Woodcock-Johnson Scores Cluster Score Broad Reading 82 (low average range) Broad Math 99 (average range) Broad Written Language 87 (low average range) Subtest Scores Letter-Word Identification 85 Reading Fluency 81 Passage Comprehension 91 Calculation 93 Math Fluency 101 Applied Problems 104 Spelling 86 Writing Fluency 87 Writing Samples 98

West Coast University Week 3 COVID 19 Pandemic Infectious Disease Research Paper This week, you will conduct an outbreak investigation of a disease.You are an epidemiologist for your local health department, and you are conducting an outbreak investigation of the disease you chose for this week’s discussion. In your role as a health department official, you are interviewing a fictitious patient who has/had this disease. Using research you gathered when completing your discussion assignment, complete this questionnaire with this fictitious patient’s information to determine clues to the outbreak. Write a 1- to 2-page paper in which you present a hypothesis on how this outbreak could have been prevented. 

What prevention techniques have you learned about in the course materials and your discussions with your classmates that could have averted this outbreak? 

Your paper must be 3–4 pages in length (including the questionnaire). Include evidence or information from at least two credible external sources and follow APA style for formatting and citation. Your textbook and supplemental reading material may be used as a reference. The APA format for your text is as follows:Nelson, K. E. (2014). Infectious disease epidemiology (3rd ed.). Burlington, MA: Jones and Bartlett Learning.Centers for Disease Control and Prevention. (2011). Principles of epidemiology in public health practice: Self-study course (3rd ed.). Atlanta, GA: U.S. Department of Health and Human Services.

NURS 6050 Walden University Healthcare Program Policy Evaluation Nursing Worksheet Assignment: Assessing a Healthcare Program/Policy Evaluation Please use attached templet to complete assignment Program/policy evaluation is a valuable tool that can help strengthen the quality of programs/policies and improve outcomes for the populations they serve. Program/policy evaluation answers basic questions about program/policy effectiveness. It involves collecting and analyzing information about program/policy activities, characteristics, and outcomes. This information can be used to ultimately improve program services or policy initiatives. Nurses can play a very important role assessing program/policy evaluation for the same reasons that they can be so important to program/policy design. Nurses bring expertise and patient advocacy that can add significant insight and impact. In this Assignment, you will practice applying this expertise and insight by selecting an existing healthcare program or policy evaluation and reflecting on the criteria used to measure the effectiveness of the program/policy. To Prepare: Review the Healthcare Program/Policy Evaluation Analysis Template provided in the Resources. Select an existing healthcare program or policy evaluation or choose one of interest to you. Review community, state, or federal policy evaluation and reflect on the criteria used to measure the effectiveness of the program or policy described. 

The Assignment:   

Based on the program or policy evaluation you selected, complete the Healthcare Program/Policy Evaluation Analysis Template. Be sure to address the following: 

Describe the healthcare program or policy outcomes. 

How was the success of the program or policy measured? 

How many people were reached by the program or policy selected?

How much of an impact was realized with the program or policy selected? 

At what point in program implementation was the program or policy evaluation conducted? 

What data was used to conduct the program or policy evaluation? 

What specific information on unintended consequences was identified? 

What stakeholders were identified in the evaluation of the program or policy? 

Who would benefit most from the results and reporting of the program or policy evaluation? 

Be specific and provide examples. Did the program or policy meet the original intent and objectives? Why or why not? 

Would you recommend implementing this program or policy in your place of work? Why or why not? 

Identify at least two ways that you, as a nurse advocate, could become involved in evaluating a program or policy after 1 year of implementation. Milstead, J. A., & Short, N. M. (2019). Health policy and politics: A nurse’s guide (6th ed.). Burlington, MA: Jones & Bartlett Learning. Chapter 7, “Health Policy and Social Program Evaluation” (pp. 116–124 only) Glasgow, R. E., Lichtenstein, E., & Marcus, A. C. (2003). 

Why don’t we see more translation of health promotion research to practice? 

Rethinking the efficacy-to-effectiveness transition. American Journal of Public Health, 93(8), 1261–1267. Shiramizu, B., Shambaugh, V., Petrovich, H., Seto, T. B., Ho, T., Mokuau, N., & Hedges, J. R. (2016). Leading by success: Impact of a clinical and translational research infrastructure program to address health inequities. Journal of Racial and Ethnic Health Disparities, 4(5), 983–991. Williams, J. K., & Anderson, C. M. (2018). Omics research ethics considerations. Nursing Outlook, 66(4), 386–393. doi:10.1016/j.outlook.2018.05.003

Gand Canyon University Trends and Issues in Todays Health Care Discussion Explain how interprofessional collaboration will help reduce errors, provide higher-quality care, and increase safety. Provide an example of a current or emerging trend that will require more, or change the nature of, interprofessional collaboration.