February 2011 Pro-D Day Langley School District #35

1. A Guide to Adaptations and Modifications February 2011 Pro-D Day Langley School District #35

2. The Guide: • Viewed in light of today’s highly diverse classrooms • Clarifies the distinctions between students receiving adaptations and those receiving modifications Ministry of Education, August 2009

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

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

5. Teachers differentiate instruction by: • Selecting the Unit/Learning Outcomes • Pre-assessing for: • Readiness • Learning style • Interest • Teaching all students in the class using instructional strategies with adaptations as required or with modifications • Providing summative assessment and reporting

6. A Guide to Adaptation and Modification (August 2009) Attempts to align best practice and reporting by: • Broadening the definition of adaptations to include the learning outcomes at the students’ zone of proximal development or ‘just right’ level (Vygotsky ) • Deferring decisions to place students on a modified “School Completion Program” track until nearer to grade 10

7. In the classroom… Adaptations as required Whole Class Adaptations (planned/ongoing) Modifications

8. Pair/Share • I’m wondering about… • I want to know more about… • What’s hard about this is… • What’s great about this is…

9. Three principles of learning… • Learning requires the participation of the student • People learn in a variety of ways and at different rates • Learning is both an individual and a group process (Ministry of Education IRPs)

11. Adaptations… • Can be used for any student at any time. • Adaptations can be made in: Content Process Product Environment

12. Content Process Product Environment PLOs: Number or Grade level Representing learning: projects, assignments, or assessment Instruction: Classroom teacher SEA or Res/LA, or computers or materials Organizational supports ,visuals, setting or extra time

13. New Adaptations are also provided when a student is: • working on some, most or all of the provincial learning outcomes (PLOs) from the current grade and/or in a few cases • working on PLOs from an lower grade level

14. Students working on some most or all PLOs from the current grade level: New • are assessed using the standards for the PLOs they are working on • can receive a Dogwood graduation certificate • may be eligible for adjudication

15. Students working on PLOs from a lower grade level: New • are assessed using the standards for the PLOs they are working on • can receive a Dogwood graduation certificate • may be eligible for adjudication Teachers should consult with the SBT (or IEP team) if a student needs to work toward PLOs lower than the current grade placement

16. Using Key Concepts Broad adaptations can be made in content areas: • In Language Arts and Math, teachers may use the Key Concepts to focus student learning. • May read books at lower grade levels to support the PLOs from the current Science or Social Studies unit. • Some students will be using PLOs from lower grade levels.

17. Key Concepts

18. Example A student could be: • working on PLOs from a lower grade in Language Arts • and current grade level PLOs in all other subjects/courses • some of which require reading materials at a lower reading level.

19. For each subject: • Identify a key concept • Same for everyone in the class • Identify the PLOs • May be adapted or at a lower grade level • Use usual achievement indicators to determine if the PLOs have been achieved (see gr. 5 example at: http://www.bced.gov.bc.ca/irp/gr5curric_req.pdf)

20. GRADING AND REPORTING FOR ADAPTATIONS

21. Reporting on Adaptations A record of successful adaptations should be kept in the report card: • To inform parents • To support future instructional practice • For adjudication purposes

23. Reporting on Adaptationswith Lower Grade PLOs Use regular grading procedures: • Achievement Indicators and Performance Standards • Determine letter grades in accordance with the PLOs Use comment area on report card to clarify: • When adaptations include a scribe, reader, computer, calculators, alternate setting, etc. • When working on lower grade level PLOs, use an asterisk (*) and: “This letter grade is in relation to outcomes from a lower grade level.”

24. Report Writer

25. MODIFICATIONS

26. Students may have… • limited awareness of their surroundings • fragile mental/physical health • medical/cognitive/or multiple challenges

27. Modifications provide for the child who is… unable to access the curriculum. New!

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

29. Modifications • May be a short or long term solution • See: Adaptation or Modification Decision Path

31. Links & Resources: • A guide to adaptations and modifications: http://www.bced.gov.bc.ca/specialed/docs/adaptations_and_modifications_guide.pdf • Langley’s WIKIhttp://adaptationsmodifications.wikispaces.com/ • BC UDL Project – Special Education Technology – BC http://www.setbc.org/setinfo/bcudl/resources.html • Special Ed. Services: A Manual of Policies, Procedures & Guidelines: http://www.bced.gov.bc.ca/specialed/ppandg.htm

32. BCTF Resources and Adaptations http://bctf.ca/issues/resources.aspx?id= • BC UDL Project – Special Educ Technology – BC http://www.setbc.org/setinfo/bcudl/resources.html • Policy on Duty to Accommodate http://www.tbs-sct.gc.ca/pol/doc-eng.aspx?id=12541&section=text#cha1 • BCTF “Teaching To Diversity” website: www.bctf.ca/teachingtodiversity/ • Glossary of Terms www.bctf.ca/issues/resources.aspx?id=10572#S

33. IRPs in specific curricular areas http://www.bced.gov.bc.ca/irp/irp.htm “A Handbook on Adapting and Modifying Programs” by Dawn Reithaug Commercially available curriculum materials: Pearson Canada: http://www.pearsonschoolcatalogue.ca/co_home.cfm?site_id=2621 Adapted Written Output: www.daviesandjohnson.com