Elementary Staff Information January 2010 Langley
description
Transcript of Elementary Staff Information January 2010 Langley
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
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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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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.
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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§ion=text#cha1id=12541§ion=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