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 xxxx://xxx.xxxxx.xxx/html/sections/section_detail.asp?section=65&footer=sections.
Ask. “Why might the illustrator have chosen to show the girl cutting out a picture of a mouth?” (Elicit: The brain controls the muscles in our hands that allow her to use the scissors. Note to teacher: Do not add blood to the chart: “Body Parts We Are Learning.” Technically it is a fluid not a part.) Show the illustrations on pages 12 and 13 while you read the text on page 13. STOP “There is lots of new information on this page. Let’s start a new chart called “What We Learned About Blood” and some details about blood we just learned.” “Who can remember one detail from this page?” Chart the response. “Can someone else add to what’s on our chart?” Elicit: Our body needs lots of energy. We get energy from our blood. Blood contains something called oxygen from the air and from the food we eat. Blood travels through veins and arteries. Our body always makes more blood.” “Why did the illustrator decide to show a picture of the girl falling?” (Elicit: I wonder if it is because she wanted to show some blood.) “What did the text tell us about bleeding?” (Elicit: We don’t’ have to worry when we bleed. Our bodies always make more blood. Add this to the chart.) Read the text on page 15 to the end of “My blood can’t move through my body all by itself. It needs my heart—a group of strong muscles in my chest—to move it.” STOP “Hmmm. So my heart is a group of strong muscles in my chest. We learned on another page that muscles help us move. What does the heart move?” (Elicit: Blood. Add the word heart to the chart: “Body Parts We Are Learning.”) “On this page the author compared our heart to an engine.” “What do we know about engines that might help us to understand the job the heart muscle plays in our body?” (Elicit: Engines help things move. Our heart is like an engine. It helps move the blood in our body.) Note: Follow up if students cannot answer this question. “Car engines make the car go. Train engines pull the passenger or freight cars. A plane engine helps the plane fly in the air. So the author is telling us that our heart is like an engine because it helps move blood throughout our body.” PAGES 16, 17 Read the text on pages 16 and 17. STOP Have the students inhale and exhale.
Ask to be admitted to the selection of candidates for international mobility at Lucerne University of Applied Sciences (HSLU) -Switzerland -, agreement aimed at the recognition of the double degree, in the academic year 2025-2026 for:
Ask. Do we have the necessary skills and experience and/or will a planning consultant or legal counsel have to be hired?
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.
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. 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. 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. 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, Xxxxxxx and Xxxx, 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. Xxxxxxx has goals in reading and behavior; and Xxxx has goals in reading and math. The appendix contains both exemplar students’ full IEPs. Applying Steps 1 and 2 for Xxxxxxx (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 Xxxxxxx’s mother, spent time reviewing their state’s content standards to lea...
