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. “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.) Show the pictures on page 15. PAGES 16 AND 17 Read the text on page 16. Ask “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.) Show the illustration on page 17. Say “Yes! You are right! The illustrator has drawn us four pictures to communicate/show us this very idea.” PAGE 18 Read the entire page. Think aloud “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.” Say “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 Show the picture. Say “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.) Demonstration: Have an apple handy and cut it open to show the center. Say “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 do the labels in the book compare with the diagram we created yesterday? Do we want to add anything to our diagram?” (Do this very quickly.) Read the text on page 5. STOP Ask “What did the author tell us about one way people are different?”
Ask. If you have questions or concerns about this Code or any Company policy, contact your supervisor or a member of the Legal Group. If you know of a violation or have reason to believe that someone has violated or intends to violate this Code or any Company policy, you must report such concerns as provided below. You must also cooperate in good faith, if requested, in any investigation by or on behalf of the Company. By reporting known or suspected violations and cooperating in investigations you are helping us to establish and maintain an ethical environment. If you feel it would be inappropriate to discuss your concern with your supervisor, or you are uncomfortable doing so, you may contact any of the following: The Legal Group Email: Xxxxxxxxxx@xxxxxxxxxxxxxx.xxx The Compliance Team Email: Xxxxxxxxxx@xxxxxxxxxxxxxx.xxx The Internal Audit Team Email: XxxxxxxxXxxxx@xxxxxxxxxxxxxx.xxx Additionally, if you do not feel comfortable reporting through normal channels or wish to remain anonymous, you may report your compliance concerns to the Company’s Employee Helpline. The Employee Helpline is a secure resource that is hosted and staffed by Navex Global (EthicsPoint), an independent reporting service that can take calls in most languages and is available toll-free 24 hours a day, seven days a week. Reports to the Employee Helpline will be submitted to the Legal Group for disposition. Employee Helpline Phone (U.S. Toll-Free): (000) 000-0000 Website: xxx.xxxxxxxxxxxxxx.xxxxxxxxxxx.xxx Reports to management or to the Employee Helpline may be made on a named basis or anonymously in jurisdictions (including the U.S.) where allowed by law. As it may be more difficult to thoroughly investigate anonymous reports, the Company strongly encourages (but does not require) those reporting concerns to identify themselves. If your report concerns the Company’s accounting or financial records, internal accounting controls, auditing matters or bribery and corruption, you may also write to the Chair of the Audit Committee of our Board of Directors at XxxxxXxxxx@xxxxxxxxxxxxxx.xxx. We strive to provide a work environment where all employees have the opportunity to reach their full potential and contribute to our success. We are committed to maintaining a safe workplace where employees show respect for each other and are free from discrimination and harassment. We believe that having a workforce with diverse backgrounds, differences, ideas, skills and experience, coupled with a posit...
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? APPLICATION OF THE STEP-BY-STEP PROCESS 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. Xxxxxxx Grade 4 The IEP team, including Xxxxxxx’s mother, spe...
Ask. “What happens to your chest when you take breath in and when you let it out?”
Ask. What does a joint allow our body to do? (Elicit: Move or bend) PAGES 28 and 29 Read the text on page 28. STOP Show the picture. Say “This illustration shows the joints in our hand. Let’s look at our hands. Can you locate a joint in your hand? (Give the students time to look at their hand and locate the joint). We learned that there are 200 joints in our skeleton and 56 joints in your hands. Does anyone remember how many bones are in our body? Do you remember how many bones are in our hands?” (Elicit: On pages 10-11 we learned the skeleton has 206 bones. There are 64 bones in your two hands and arms.) (Optional: Compare the number of joints and bones. Ask students: “Which do we have more of—bones or joints?” Chart the relationship, then ask, “What do you notice about our numbers?”) (Elicit: We have more bones then joints.) Bones Joints 64 bones in hands and arms 56 joints in hands Say “Let me read page 29 again.” Show the picture. Say “What does the author want us to know on this page?” Follow-up question: “What does the author want us to know about ligaments? How do they move?” (Elicit: Bones are held together by joints and ligaments. Ligaments are like strong pieces of string. Ligaments slide back and forth and sideways to let the bones move.) Read the text on page 30. STOP Show the picture. Say “Wow! Our backbone helps us move. Let’s all get up and twist and turn. How does our back help us move?” (Elicit: Our back has bones and joints that allow us to move. Students might talk about the difference between having only one bone in our back versus 34 bones that fit with 33 joints.) Show the pictures on pages 30 and 31. Reread the text on page 30 and continue reading on page 32. STOP Say “We have learned so much about our skeleton.” Turn and Talk: “Turn and talk to your partner and talk about something new you learned about your skeleton.” SUMMARY Say “Well! Wasn’t that an interesting book?” Ask “Who can help us think together about the things this book has helped us learn about our skeletons?” (Accept any ideas the students recall. Find the page in the book where each idea was discussed and show it to the class.)
Ask. “On this page we learned all about the brain. “What connection can you make between your brain and your muscles?”
Ask. “What else did the author tell us about skin?” (Elicit: It covers every inch of our body. It holds the body together and it lets you feel things.) PAGE 6 Read the text on page 6. STOP Ask “What more did we learn about our body on this page?” (Elicit: Our bones can be found under our skin. We have 206 of them. They are hard and they protect the soft internal parts of my body. The word, skeleton, is used to describe the bones that form the frame that holds our body together. Add the word skeleton to the chart: “Body Parts We Are Learning.”) After the discussion of page 6, show the illustration of the skeleton on page 6. If possible, have a collection of 206 items to show the children what the quantity of 206 looks like. Read the text on page 9. STOP Ask “What new part of our body did we learn about here?” (Elicit: Muscles. Add the word muscles to the chart: “Body Parts We Are Learning.”)
Ask. “What body part did we learn about here? What role does it play in our body?” (Elicit: The stomach mashes food and into tiny pieces. Add the word stomach to the chart Body Parts We Are Learning.) Read the text at the top of page 20 through page 22 to the end of “… and keep me growing.” STOP Show the illustration on page 20-21 and read the top. STOP Say “Let’s compare the chart in this book with the one we made. What new body parts did we learn about from this book that we can add to our diagram?” (Using a different colored marker, add body parts (words only) that were not on the first diagram.) Finish reading page 22 to the end of “And someday, I’ll be all grown up! Isn’t it amazing? “STOP Say