February 2011Pro-D Day

Langley School District #35

A Guide to Adaptations and ModificationsA Guide to Adaptations and Modifications

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

Ministry of Education, August 2009Ministry of Education, August 2009

What do teachers do to ensure What do teachers do to ensure success for all students? success for all students?

http://www.youtube.com/watch?v=p7aUn59QC_g

Teachers differentiate instruction Teachers differentiate instruction by: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 the class using Teaching all students in the class using instructional strategies with adaptations instructional strategies with adaptations as required or with modifications as required or with modifications

Providing summative assessment and Providing summative assessment and reportingreporting

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

Pair/SharePair/Share

I’m wondering about… I want to know more about… What’s hard about this is… What’s great about this is…

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)

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

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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

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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

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Using Key ConceptsUsing Key Concepts

Broad adaptations can be made in content Broad adaptations can be made in content areas:areas: 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.

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 or Social Studies unit.Science or Social Studies unit.

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

Key Key ConceptsConcepts

ExampleExample

A student could be: A student could be: working on PLOs from a lower grade working on PLOs from a 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/gr5curric_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 purposesFor adjudication purposes

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 PLOsDetermine letter grades in accordance with the PLOs

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.”

Report WriterReport Writer

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

Modifications provide for the Modifications provide for the child child

who is…who is…

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

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Modifications generally occur Modifications generally occur for students with cognitive for students with cognitive disabilities who fall within disabilities who fall within

lowest 2% of the population.lowest 2% of the population.

All Kinds of Students Have Special Needs

ModificatioModificationsns

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

See: Adaptation or Modification Decision Path

Links & Resources:Links & Resources: A guide to adaptations and modifications: A guide to adaptations and modifications:

http://www.bced.gov.bc.ca/specialed/docs/adaptations_and_modifications_guide.pdf

Langley’s WIKILangley’s WIKIhttp://adaptationsmodifications.wikispaces.com//

BC UDL Project – Special Education Technology – BC UDL Project – Special Education Technology – BCBChttp://www.setbc.org/setinfo/bcudl/resources.htmlhttp://www.setbc.org/setinfo/bcudl/resources.html

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

BCTF Resources and Adaptations http://bctf.ca/issues/resources.aspx?id=

BC UDL Project – Special Educ Technology – BCBC UDL Project – Special Educ Technology – BChttp://www.setbc.org/setinfo/bcudl/resources.htmlhttp://www.setbc.org/setinfo/bcudl/resources.html

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/ Glossary of TermsGlossary of Terms

www.bctf.ca/issues/resources.aspx?www.bctf.ca/issues/resources.aspx?id=10572#Sid=10572#S

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

““A Handbook on Adapting and Modifying Programs” A Handbook on Adapting and Modifying Programs” by Dawn Reithaugby Dawn Reithaug

Commercially available curriculum materials: Commercially available curriculum materials: Pearson Canada: Pearson Canada:

http://www.pearsonschoolcatalogue.ca/co_home.cfhttp://www.pearsonschoolcatalogue.ca/co_home.cfm?site_id=2621m?site_id=2621

Adapted Written Output: Adapted Written Output: www.daviesandjohnson.comwww.daviesandjohnson.com