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Link to the article is below. Jeanne, as far as I know, Utah hasnt received their official notification of severing ties. Regardless, Utah has never left SBAC. Last year when they announced they were leaving SBAC, someone inside the state office of education let me know they were writing their RFP in a way that only an SBAC partner organization would be chosen as Utahs assessment partner. I was criticized for publishing that information, and was hoping that by publishing it would prevent its occurrence, but in the end, the state chose AIR to do the assessments. AIR is SBACs official partner to administer assessments. The USOE chose AIR and Superintendent Menlove was quoted as saying they were the only organization developing statewide systems. This in spite of the fact that a few schools or a district is piloting a computer adaptive test successfully right now which is not AIR. In Minnesota a week or two ago, AIR servers crashed when 15,000 students tried to take the test. You can find that post on our recent posts above. Heres a link to what AIRs background is if youre interested.
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The basic mistakes anderrors made when we check our work for accuracy. What to lookfor. mailto:: Ah. R E A D I N G?Do Folks Still Read?Do you really read your mail?or scan through it?Check this article out to see what you might be missing. mailto:: Which Affiliate Program is for Real?Affiliate programs are a dime a dozen, but which one will make you money?This is a bit of what to look for in choosing that money maker. mailto:: You Can Succeed Working at Home. Dont Let the Experts Tell You Otherwise. Misconceptions about the work at home person. Experts claim we cant do it. I am doing it as a work at home mom!mailto:: Trials and Tribulations of a Confused Computer Be aware your pc can break down at any given time and without notice. Just a list of those little bugs and ideas to keep your pc in shape forbusiness.
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While every company is different, here are some internal resources that are available in most companies. Imagine going to employee orientation and getting the employee handbook that looks more like a comic book than a manual. Thats how Hard Rock Caf onboards its mostly millennial sales force of wait staff and other support roles during its one day orientation. Jim Knight, senior director of training and development, completely revamped the companys School of Hard Rocks corporate university. Knight used comic books as his inspiration and got employees involved in telling the Hard Rock Caf story; all the illustrations and photos in the handbook were done by Hard Rock employees. The results are impressive: employee turnover rate is now fifty five points lower than that of the industry. Besides using company resources, its also important for you to stay on top of changes in technology, not only to be effective but also to redefine practices. In fact, Helen Hast, a professor at the Harvard Graduate School of Business, has identified managing technological change as of the five core competencies for the twenty first century. According to a recent article on BNET, she said, When we have a new tool, we first use it for what we are already doing, just doing it a bit better. But gradually, the new tool changes the way we do things. Sean Silverthorne, 5 Personal Core Competencies for the 21st Century, BNET, August 13, 2009, accessed August 19, 2009.
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Or maybe from the lack of nutrients in our diet?GM, irradiated, heavy metal contaminated, nutrients depleted foods. I am amazed how many people still trust in scientists and scientific research. We still havent figured out the system that will teach each particular person what/how to eat to achieve optimal health the basics. That should make us think what DO they know?Or how much we are not being told. Not only do GM crops crowd out other plants, they mix with the original crops and form mutants that by and by eradicate the real crops, such as corn in Mexico for ex. But then thats another storyI, for one, revile the banana and all flavours thereof, foreign and domestic, and bid it a disrespectful and dismissive farewell. May your nauseating scent and mealy pablum like texture forever be consigned to the mulch heap of history. I revel in your impending doom, banana bread!I joyously dance in the new day, freed from the formerly looming shadow of your supply chain, freed from the millions of dollars of Dole protection monies paid to bloodthirsty cartels!Freed from your vile puerile stench that coats babies and comely co eds breath. All hail your likely successor, kumquat. or some such other awkwardly named fruit. Truly a proud day for me, i get to make my first post amongst such esteemed minds and do so while cock punching a self immolating fruit.
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INTRODUCTION:Though inclusion has become a common practice in the past few years, students with special educational needs SENs are frequently self contained for a majority of the day and do not receive instruction in content areas. Little emphasis has been bestowed on teaching content area information in addition to teaching functional skills. Thus, students with special needs should be taught content curriculum that is the same or similar to their non disabled peers with the necessary supports, modifications and accommodations built in. This paper will investigate the necessary components of a modified curriculum that students with SENs would learn functional skills, as well as content knowledge. STATEMENT OF PROBLEM:Throughout the globe, special education has progressed over the last twenty five years, making great strides in the inclusion of students with disabilities into the general education classroom. In order to continue this progression the curriculum must be made to meet the needs of all students that include the incorporation of content instruction with functional skills instruction for students with SENs. The focus of the movement to include students with disabilities in general education has recently shifted from viewing inclusion as an innovation within special education toward viewing it within the broader context of school restructuring Soodak, Podell, and Lehman, 1998. For that reason, students with disabilities are expected and should participate within the general education curriculum. Students with disabilities must be given the same opportunity to reach the same standards set for all students Vohs and Landau, 1999. Students with disabilities should be included in all content areas, such as math, science, and social studies. In spite of the potential positive outcomes of inclusive education, designing and implementing instruction to meet the unique needs of student within general education classes remains a significant challenge for practitioners McDonnell, Johnson, Polychronis, and Risen, 2002.