ElementaryStaff

InformationJanuary 2010

Langley

A Guide to Adaptations and ModificationsA Guide to Adaptations and Modifications

August 2009 August 2009 Ministry of EducationMinistry of Education

The Guide:The Guide: Viewed in light of today’s highly Viewed in light of today’s highly

diverse classroomsdiverse classrooms

Clarifies the distinctions between Clarifies the distinctions between students receiving adaptations and students receiving adaptations and those receiving modificationsthose receiving modifications

Outlines the implications for Outlines the implications for assessment and reporting assessment and reporting

What do I have to do to ensure What do I have to do to ensure success for all students? success for all students?

What Teachers DoWhat Teachers DoWe differentiate our instruction by:We differentiate our instruction by: Selecting the Unit/Learning OutcomesSelecting the Unit/Learning Outcomes Pre-assessing for:Pre-assessing for:

ReadinessReadiness Learning styleLearning style InterestInterest

Teaching all students in our class using Teaching all students in our class using instructional strategies with adaptations instructional strategies with adaptations as required or modificationsas required or modifications

Providing summative assessment and Providing summative assessment and reportingreporting

Cognitive Dissonance Cognitive Dissonance

How we teachHow we teach

What we know What we know

about how peopleabout how people

learnlearn

How we reportHow we report

How we promoteHow we promote

students or makestudents or make

decisions around decisions around graduation graduation

(Dogwood) (Dogwood)

A Guide to Adaptation and A Guide to Adaptation and Modification Modification (August 2009)(August 2009)

Attempts to align best practice and Attempts to align best practice and reporting by:reporting by:

BroadeningBroadening the definition of the definition of adaptations to include the learning adaptations to include the learning outcomes at the students’ zone of outcomes at the students’ zone of proximal development or ‘just right’ proximal development or ‘just right’ level (Vygotsky )level (Vygotsky )

DeferringDeferring decisions to place students on decisions to place students on a modified “School Completion a modified “School Completion Program” track until nearer to grade 10 Program” track until nearer to grade 10

In the classroom…In the classroom… Adaptations as required

Whole Class

Adaptations (planned/ongoing)

Modifications

Let’s see how that works…Let’s see how that works…

AdaptationsAdaptations Key Concepts and Key Concepts and

Achievement IndicatorsAchievement Indicators Reporting on AdaptationsReporting on Adaptations ModificationsModifications Reporting on ModificationsReporting on Modifications SecondarySecondary

Contents:Contents:

ADAPTATIONSADAPTATIONS

Three principles of Three principles of learning…learning…

Learning requires the participation of Learning requires the participation of the studentthe student

People learn in a variety of ways and People learn in a variety of ways and at different ratesat different rates

Learning is both an individual and a Learning is both an individual and a group processgroup process

(Ministry of Education IRPs)(Ministry of Education IRPs)

How do you naturally How do you naturally accommodate for students accommodate for students

with:with: A vision problemA vision problem A broken arm (writing arm)A broken arm (writing arm) Forgotten homeworkForgotten homework A wheelchairA wheelchair ‘‘Fidget’ issues…can’t sit still?Fidget’ issues…can’t sit still?

Or when the student:Or when the student:

Has a headacheHas a headache Can’t remember (times tables or Can’t remember (times tables or

spelling)spelling) Can’t relate sociallyCan’t relate socially Can’t understand EnglishCan’t understand English Can’t read?Can’t read?

Adaptations…Adaptations…

Can be used for any student at Can be used for any student at any time.any time.

Adaptations can be made in:Adaptations can be made in:

Content Process Product Content Process Product EnvironmentEnvironment

Content Process Product Content Process Product EnvironmentEnvironment

PLOs:PLOs:Number orNumber orGrade levelGrade level

RepresentingRepresentinglearning:learning:projects, projects, assignments, orassignments, orassessmentassessmentInstruction:Instruction:

Classroom teacherClassroom teacherSEA or Res/LA,SEA or Res/LA,or computersor computersor materialsor materials

OrganizationalOrganizationalsupports ,visuals,supports ,visuals,setting or setting or extra timeextra time

working on working on some, most or all some, most or all of the of the provincial learning outcomes (PLOs) provincial learning outcomes (PLOs) from the current grade from the current grade

and/or and/or in a few casesin a few cases

working on PLOs from an working on PLOs from an lower grade lower grade levellevel

NeNeww

Adaptations are also Adaptations are also provided when a student provided when a student is:is:

Students working on some Students working on some most or all PLOs from the most or all PLOs from the

current grade level:current grade level:

are assessed using the standards for the are assessed using the standards for the PLOs they are working onPLOs they are working on

can receive a Dogwood graduation can receive a Dogwood graduation certificatecertificate

may be eligible for adjudicationmay be eligible for adjudication

NeNew w

Students working on PLOs Students working on PLOs from a from a lowerlower grade level: grade level:

are assessed using the standards for the PLOs they are assessed using the standards for the PLOs they are working onare working on

can receive a Dogwood graduation certificatecan receive a Dogwood graduation certificate

may be eligible for adjudicationmay be eligible for adjudication

Teachers should consult with the SBT (or IEP Teachers should consult with the SBT (or IEP team) if a student needs to work toward PLOs team) if a student needs to work toward PLOs lower than the current grade placementlower than the current grade placement

NeNew w

Adapting doesn’t mean cheating, Adapting doesn’t mean cheating, it means successful teaching and it means successful teaching and learning. learning. Brownlie/KingBrownlie/King

learning how birds flylearning how birds fly

USING KEY CONCEPTS USING KEY CONCEPTS ANDANDACHIEVEMENT INDICTORSACHIEVEMENT INDICTORS

Using Key ConceptsUsing Key Concepts Broad adaptations can be made in Broad adaptations can be made in

content areascontent areas May read books at lower grade levels to May read books at lower grade levels to

support the PLOs from the current support the PLOs from the current Science unit.)Science unit.)

In Language Arts and Math, teachers In Language Arts and Math, teachers may use the Key Concepts to focus may use the Key Concepts to focus student learning.student learning.

Some students will be using PLOs from Some students will be using PLOs from lower grade levels.lower grade levels.

Key Key ConceptsConceptsSee handoutSee handout

ExampleExample

A student could be: A student could be: working on PLOs from an lower grade working on PLOs from an lower grade

in Language Artsin Language Arts and current grade level PLOs in all and current grade level PLOs in all

other subjects/courses other subjects/courses some of which require reading some of which require reading

materials at a lower reading level.materials at a lower reading level.

Identify a key concept Identify a key concept Same for everyone in the classSame for everyone in the class

Identify the PLOsIdentify the PLOs May be adapted or at a lower grade May be adapted or at a lower grade

levellevel

Use usual achievement indicators to Use usual achievement indicators to determine if the PLOs have been determine if the PLOs have been achieved (see gr. 5 example at: achieved (see gr. 5 example at: http://www.bced.gov.bc.ca/irp/gr5curhttp://www.bced.gov.bc.ca/irp/gr5curric_req.pdf)ric_req.pdf)

For each subject:For each subject:

GRADING AND REPORTING GRADING AND REPORTING FOR ADAPTATIONSFOR ADAPTATIONS

Reporting on AdaptationsReporting on Adaptations

A record of successful adaptations A record of successful adaptations should be kept in the report card:should be kept in the report card:

To inform parents To inform parents To support future instructional To support future instructional

practicepractice For adjudication purposes.For adjudication purposes.

Reporting on AdaptationsReporting on AdaptationsFor For Current Grade PLOsCurrent Grade PLOs

Use regular grading procedures: Use regular grading procedures: Achievement Indicators and Performance Achievement Indicators and Performance

StandardsStandards

Determine letter grades in accordance with Determine letter grades in accordance with the PLOs takenthe PLOs taken

Use comment area on report card to clarify Use comment area on report card to clarify that adaptations include a scribe, reader, that adaptations include a scribe, reader, computer, calculators, alternate setting, etc.computer, calculators, alternate setting, etc.

Reporting on AdaptationsReporting on Adaptationswith with Lower Grade PLOsLower Grade PLOs

Use regular grading procedures: Use regular grading procedures: Achievement Indicators and Performance StandardsAchievement Indicators and Performance Standards Determine letter grades in accordance with the PLOs Determine letter grades in accordance with the PLOs

takentaken

Use comment area on report card to Use comment area on report card to clarify:clarify:

When adaptations include a scribe, reader, When adaptations include a scribe, reader, computer, calculators, alternate setting, etc.computer, calculators, alternate setting, etc.

When working on lower grade level PLOs, use an When working on lower grade level PLOs, use an asterisk (*) and: asterisk (*) and: “This letter grade is in relation to “This letter grade is in relation to outcomes from a lower grade level.”outcomes from a lower grade level.”

When the student has a mix of PLOs When the student has a mix of PLOs (current &/or lower grade) (current &/or lower grade) and IEP objectives:and IEP objectives:

Use the regular report card and IEP progress reportUse the regular report card and IEP progress report

In each subject, retain the PLOs In each subject, retain the PLOs that are part of the that are part of the student’s program student’s program (remove the rest) and insert those (remove the rest) and insert those from a lower grade levelfrom a lower grade level

Insert an asterisk (*) in the level box for the lower Insert an asterisk (*) in the level box for the lower grade PLOs and enter the level based on grade PLOs and enter the level based on achievement of that PLO.achievement of that PLO.

Reporting on Adaptations Reporting on Adaptations

In the comment box, when the grade level In the comment box, when the grade level of PLOs is lower than current grade of PLOs is lower than current grade placement, use an asterisk (*) and the placement, use an asterisk (*) and the comment: comment: “This letter grade is in relation “This letter grade is in relation to outcomes from a lower grade level.”to outcomes from a lower grade level.”

Teacher assigns the letter grade in relation Teacher assigns the letter grade in relation to the outcomes of the curriculum takento the outcomes of the curriculum taken

Insert an asterisk (*) in the Final Mark box Insert an asterisk (*) in the Final Mark box on the Report Information Pageon the Report Information Page

Reporting on Adaptations Reporting on Adaptations cont’ cont’

Report WriterReport Writer

Report WriterReport Writer

BCeSISBCeSIS

There will be guidelines for the There will be guidelines for the BCeSIS report card prior to reporting BCeSIS report card prior to reporting period in Fall 2010.period in Fall 2010.

MODIFICATIONSMODIFICATIONS

Students may have…Students may have…

limited awareness of their limited awareness of their surroundingssurroundings

fragile mental/physical healthfragile mental/physical health

medical/cognitive/or multiple medical/cognitive/or multiple challengeschallenges

Note:Note:

Modifications for students not Modifications for students not identified as special needs should be identified as special needs should be a rare practice.a rare practice.

Not all students with special needs Not all students with special needs will require a modified curriculum.will require a modified curriculum.

The vast majority of students with The vast majority of students with curricular accommodations are curricular accommodations are adapted.adapted.

Modifications provide for the Modifications provide for the child child

who is…who is…

unable to access the curriculum.unable to access the curriculum.

NeNew!w!

All Kinds of Students Have Special Needs

Modifications Modifications generally generally occur for occur for students with students with cognitive cognitive disabilities disabilities who fall within who fall within lowest 2% of lowest 2% of the the population.population.

Consider ModificationConsider Modification

When the student requires: When the student requires: learning outcomes substantially

different from the prescribed curriculum learning outcomes specifically designed

to meet the unique needs of the student

Note: A student may require adaptations in some areas of the curriculum and modifications in others.

The Decision to ModifyThe Decision to Modify must be made in consultation with must be made in consultation with

parents, school administration, and parents, school administration, and district staff (school psychologist or district staff (school psychologist or integration support coordinator)integration support coordinator)

never by a single teachernever by a single teacher a formal decision need not be made a formal decision need not be made

until grade 10 (as it affects student until grade 10 (as it affects student graduation with a Dogwood Certificate.)graduation with a Dogwood Certificate.)

affects future career and educational affects future career and educational opportunitiesopportunities

ModificatioModificationsns

May be a short May be a short or long term or long term solutionsolution

See: Adaptation or Modification Decision Path

Modifications Modifications are made in are made in consultation consultation with others.with others.

EXAMPLESEXAMPLES

The Grade 6 students complete 6 units The Grade 6 students complete 6 units of study in Science:of study in Science:

Modification the student

completes the IEP objectives “matches 1:1” and “compares by size” by handing out the rocks to students and aligning the rocks by size

Adaptation student

completes the learning outcomes in only two units; Earth Science (rocks) and Environment

Students in a grade 3 class are researching Students in a grade 3 class are researching for presentations on the solar system:for presentations on the solar system:

AdaptationAdaptation Student uses text Student uses text

reader to have the reader to have the text read to hertext read to her

ModificationModification Student uses a Student uses a

computer to drag computer to drag and click photos of and click photos of planets into a planets into a template of the template of the solar system (IEP solar system (IEP goal: to goal: to demonstrate demonstrate computer/mouse computer/mouse skills)skills)

Students in grade 6 are Students in grade 6 are demonstrating demonstrating understanding of multiplication and understanding of multiplication and

division of decimalsdivision of decimals

AdaptationAdaptation Student Student

demonstrates an demonstrates an understanding of understanding of addition and addition and subtraction of subtraction of decimals (limited to decimals (limited to thousandths) (Grade thousandths) (Grade 5 PLO)5 PLO)

ModificationModification Student is learning Student is learning

how to count how to count change and change and manage a manage a personal budget personal budget (IEP)(IEP)

Grade 7 students read Grade 7 students read fluently and fluently and demonstrate enjoyment of a variety of demonstrate enjoyment of a variety of

grade appropriate literary textsgrade appropriate literary texts

AdaptationAdaptation Student is using grade Student is using grade

4 appropriate texts 4 appropriate texts (same topics)(same topics)

and at current grade and at current grade level learning level learning outcomes in all other outcomes in all other subjects/courses subjects/courses

some of which require some of which require reading materials at reading materials at the lower reading level.the lower reading level.

ModificationModification Student is reading Student is reading

National Geographic National Geographic photo books toward photo books toward the IEP Literacy Goal: the IEP Literacy Goal: “will increase reading “will increase reading fluently by rereading fluently by rereading familiar books daily”familiar books daily”

GRADING AND REPORTING GRADING AND REPORTING FOR MIXED OR MODIFIED FOR MIXED OR MODIFIED CURRICULUM CURRICULUM

Evaluation will be based on:Evaluation will be based on:

the degree to which IEP objectives the degree to which IEP objectives are achieved using individually are achieved using individually established standardsestablished standards

Grading for Modified Grading for Modified OutcomesOutcomes

When the student program is modified When the student program is modified for some subject areas and not for some subject areas and not others:others:

For the modified subject, remove all PLOsFor the modified subject, remove all PLOs

Insert “See IEP” in the subject heading line Insert “See IEP” in the subject heading line on the report cardon the report card

No letter grade for modified subject(s)No letter grade for modified subject(s)

Use the regular report card for regular and Use the regular report card for regular and adapted work and attach the IEP progress adapted work and attach the IEP progress report for IEP goals and objectivesreport for IEP goals and objectives

Reporting-MixedReporting-Mixed

When the student program is When the student program is completely modified:completely modified:

Use the IEP Progress Report with general Use the IEP Progress Report with general comments and descriptors for IEP learning comments and descriptors for IEP learning objectives objectives (fully meeting, minimally meets, not yet (fully meeting, minimally meets, not yet initiated, discontinued)initiated, discontinued)

Include the “Anecdotal Comments” page Include the “Anecdotal Comments” page for reporting on:for reporting on: Attitude, work habits and effortAttitude, work habits and effort Ways to support student learning at home and Ways to support student learning at home and

at schoolat school

Reporting-ModifiedReporting-Modified

School Completion School Completion CertificatesCertificates

Dogwood :Dogwood : Link to graduation requirementsLink to graduation requirements http://www.bced.gov.bc.ca/policy/http://www.bced.gov.bc.ca/policy/

policies/graduation_req.htmpolicies/graduation_req.htm or School Completion trackor School Completion track

Non-credit letter grades are used in Gr. Non-credit letter grades are used in Gr. 10 – 12 for IEP School Completion 10 – 12 for IEP School Completion Certificates (optional)Certificates (optional)

Links for information:Links for information: BCTF Resources and Adaptations

http://bctf.ca/issues/resources.aspx?id=10834

Special Ed. Services: A Manual of Policies, Special Ed. Services: A Manual of Policies, Procedures & Guidelines: Procedures & Guidelines: http://www.bced.gov.bc.ca/specialed/ppandg.htmhttp://www.bced.gov.bc.ca/specialed/ppandg.htm

A guide to adaptations and modifications: A guide to adaptations and modifications: http://www.bced.gov.bc.ca/specialed/docs/adaptahttp://www.bced.gov.bc.ca/specialed/docs/adaptations_and_modifications_guide.pdf tions_and_modifications_guide.pdf

Links cont’d:Links cont’d:

Policy on Duty to Accommodate Policy on Duty to Accommodate http://www.tbs-sct.gc.ca/pol/doc-eng.aspx?http://www.tbs-sct.gc.ca/pol/doc-eng.aspx?id=12541&section=text#cha1id=12541&section=text#cha1

BCTF “Teaching To Diversity” website: BCTF “Teaching To Diversity” website: www.bctf.ca/teachingtodiversity/www.bctf.ca/teachingtodiversity/

Key ConceptsKey Concepts

http://www.bced.gov.bc.ca/irp/key_concepts.phttp://www.bced.gov.bc.ca/irp/key_concepts.pdfdf

Resources for Adapting & ModifyingResources for Adapting & Modifying

““A Handbook on Adapting and Modifying A Handbook on Adapting and Modifying Programs” Programs”

by Dawn Reithaugby Dawn Reithaug

Commercially available materials related to Commercially available materials related to curriculum: curriculum: Pearson Canada: Pearson Canada: http://www.pearsonschoolcatalogue.ca/co_homhttp://www.pearsonschoolcatalogue.ca/co_home.cfm?site_id=2621e.cfm?site_id=2621 Adapted Written Output: Adapted Written Output: www.daviesandjohnson.comwww.daviesandjohnson.com

IRPs in specific curricular areas IRPs in specific curricular areas http://www.bced.gov.bc.ca/irp/irp.htmhttp://www.bced.gov.bc.ca/irp/irp.htm