Ask Sample Clauses
Ask. “What’s an x-ray? How did the x-ray help the doctor?” (Elicit: X-rays are photos of our bones. An x-ray can show the doctor exactly where the bone is broken.) PAGES 16 AND 17 Read the text on page 16. “What does it mean that your bones grow longer as you grow taller?” (Elicit: When we were babies our bones were shorter than they are now. And our bones are shorter now than they will be when we are grown up.) “Yes! You are right! The illustrator has drawn us four pictures to communicate/show us this very idea.” PAGE 18 Read the entire page. “So, some foods have something called calcium in them and those foods are very important to eat because they help our bones get strong.” Do not show the picture on page 19. Read the sentence “The butcher cut up a big soup bone for my mother.” “A butcher is someone who cuts up meat and works behind a meat counter at the grocery store.” Finish reading page 20 and to read page 21. STOP Optional: Show the children a bone that you collected from a butcher. You can have the butcher slice the bone so children can see the spongy core and marrow. Read the text on page 21. STOP “So this illustration shows the inside of a bone. Does anyone remember what the inside of a bone is called? (Elicit: Core—the inside of the bone is called its core. Teacher note: If the students cannot recall, reread the sentence and ask again.) “This is called the apple’s core. The core is the inside of the apple. It contains seeds. In the same way, the core is what we call the inside of our bones. The core has something called marrow.” PAGES 22 TO 24
Ask. How does the student’s disability affect participation and progress in the general curriculum? • What supports does the student need to learn the knowledge and attain the skills to progress in the general curriculum? • Is the student on track to achieve grade-level proficiency within the year? 5 These steps are adapted from the Alabama Department of Education website where information on standards-based IEPs can be found at ▇▇▇▇://▇▇▇.▇▇▇▇▇.▇▇▇/html/sections/section_detail.asp?section=65&footer=sections.
Ask. “What work do muscles do?” (Elicit: Muscles help us move all around, back and forth, up and down, and help us smile.) “What is one important detail we haven’t mentioned yet?” If necessary reread the page to gather up this detail. (Elicit: We have more than 600 muscles. Show the illustration on page 9.
Ask. If you have questions or concerns about this Code or any Company policy, contact your supervisor or a member of the Legal Group.
Ask. What types of assessments are offered in my state? • What types of responses do different state assessments require? • What are the administrative conditions of the assessment? (i.e., setting, delivery of instructions, time allotted, etc.) • What accommodations are allowed on the assessment(s)? • Are the accommodations approved for the assessment also used in the classroom? • Has the student received standards-based, grade-level instruction? • Was the instruction evidence based? • What is the student’s instructional level? • How different is the student’s instructional level from the level of typical peers? • Can the student make progress toward grade-level standards in the same timeframe as typical peers? (If no, consider modified academic achievement standards) • What can be learned from the student’s previous state assessment results? • Can the student demonstrate what he/she knows on the assessment option under consideration? In this section, two students with distinct characteristics are introduced. One student’s educational characteristics will prove to be appropriate for an assessment based on modified academic achievement standards and one will not. In working through these steps in developing standards-based IEPs you might want to see how they are applied to both of these student examples and then apply them to students with whom you work. The two students, ▇▇▇▇▇▇▇ and ▇▇▇▇, and the content standards and subsequent IEP goals are for illustration only. Many students will have three to four reading and/or math goals. We provide only two goals for each student to illustrate the process of developing a standards-based IEP. ▇▇▇▇▇▇▇ has goals in reading and behavior; and ▇▇▇▇ has goals in reading and math. The appendix contains both exemplar students’ full IEPs. Applying Steps 1 and 2 for ▇▇▇▇▇▇▇ (Consider the grade-level content standards and examine classroom and student data.) Steps 1 and 2 constitute the initial planning for the IEP. After completing the first two steps, the IEP team will have information that can be synthesized into a description of the student. Some states include student profiles as part of the IEP document, but such descriptions are not a requirement under IDEA. It is necessary, however, for the IEP team to develop a picture of grade-level expectations and know where each student is functioning in relation to those expectations. The IEP team, including ▇▇▇▇▇▇▇’s mother, spent time reviewing their state’s content standards to lea...
Ask. That the introduction of digitalisation into the workplace is managed in consultation with trade unions so it does not impact negatively on the health and well-being of staff. This should take account of appropriate legislation and include a full analysis of the risks presented to staff by different forms of digitalisation, including those with protected characteristics, to ensure technology is introduced safely and inclusively.
Ask. Please never hesitate to ask if you are not sure about something – or to ask for advice if you feel something you are doing is not working well. We will do whatever we can to ensure your time with us is rewarding.
Ask. That employers consult trade unions at an early stage over any proposed introduction of digitalisation into the work place explaining the rationale for change. This should allow trade unions sufficient time to discuss any concerns with their members and explore the potential impact of the measures being proposed as part of the implementation process. Evidence That regular structured meetings are held with workers through their trade unions, e.g. through joint consultative committees or similar structures to involve them in the introduction of new digital technologies in the workplace.
Ask. “What is the author trying to explain here? Can someone put this into their own words?” Show the illustrations and think aloud: “Oh, I get it. The author is trying to help us understand that a skeleton gives us form in the same way that a wooden frame of a soft cushioned chair gives the chair its shape.” PAGES 10 AND 11 Read the text on page 10. STOP “We already knew that a skeleton has 206 bones. What new information have we just learned?” (Elicit: There are 64 bones in our two hands and arms? Bones come in different shapes and sizes.) Refer to the chart on page 11. “How many bones are in one hand? In one arm?” PAGES 12 AND 13 Read the text on pages 12-13. STOP “What details did we learn on these pages?” (Elicit: Our ears and nose are made up of cartilage, which is softer than bone. Note for teacher: Cartilage is connective tissue and not bone.) PAGES 14 AND 15 Read page 14. “What did we learn about bones from this page?” (Elicit: That bones can break and they can heal.)
Ask. Document tobacco status and history in the History and Physical and update at every clinical encounter. The California Cancer Registry will collect information about tobacco status at time of new diagnosis, quit date from time of diagnosis, and tobacco product used.