1. GUIDELINE DIRECTIONS ABOUT ACCOMMODATIONS AND MODIFICATIONS OF PROGRAMS TO MEET A STUDENT’S NEEDS

2. WHAT GUIDELINES SAY ABOUT PLANNING FOR EXCEPTIONAL STUDENTS  Teachers must determine which of these options is appropriate for the student: - no accommodations or modifications - no accommodations or modifications - accommodations only - accommodations only - modified expectations, with the - modified expectations, with the possibility of accommodations possibility of accommodations

3. RECORD KEEPING  “If the student requires either accommodations or modified expectations, or both, the relevant information … must be recorded in his or her Individual Education Plan (IEP)”.

4. STUDENTS REQUIRING ACCOMMODATIONS ONLY  Accommodations do not alter the provincial curriculum expectations for the grade level.  A student’s IEP is likely to reflect the same accommodations for many, or all, subject areas.

5. THREE TYPES OF ACCOMMODATIONS ACCOMMODATIONS INSTRUCTIONALENVIRONMENTALASSESSMENT

6. INSTRUCTIONAL ACCOMMODATIONS  Include: - changes in teaching strategies - changes in teaching strategies - changes in styles of presentation - changes in styles of presentation - methods of organization - methods of organization - use of technology and multi-media - use of technology and multi-media

7. ENVIRONMENTAL ACCOMMODATIONS  Include: - changes within the classroom ( e.g., preferential seating, special lighting, weighted vest, stimulation cushion, mask, pencil grips, sound projection system) - changes within the classroom ( e.g., preferential seating, special lighting, weighted vest, stimulation cushion, mask, pencil grips, sound projection system) - changes within the school ( e.g., ramps, barrier free washrooms, latex free areas, therapy areas) - changes within the school ( e.g., ramps, barrier free washrooms, latex free areas, therapy areas)

8. ASSESSMENT ACCOMMODATIONS  Changes in procedures designed to allow the student to demonstrate his/her learning.  Examples: - additional time to complete tests - additional time to complete tests - oral testing - oral testing - scribing - scribing - questions read to the student - questions read to the student

9. MODIFIED PROGRAMS  Expectations differ from the regular grade level expectations.  May be based on the regular program expectations, but differ in number and/ or complexity.  Revisited each reporting period; typically the next term’s expectations are sent to parents attached to the term report card.

10. MODIFIED EXPECTATIONS  Expectations must be: - specific - specific - realistic - realistic - observable - observable - measurable - measurable * The student must be able to demonstrate this learning independently.

11. THE MODIFIED PROGRAM  May comprise only a small subset of the regular grade expectations.  The combination of regular and modified expectations that the student is expected to achieve must be stated on the IEP.  Must be reviewed every reporting period and must be updated regularly ( IEP is a working document).

12. ASSESSING A MODIFIED PROGRAM  Assessment must be based on: - learning expectations identified in the student’s IEP - learning expectations identified in the student’s IEP - achievement levels outlined in the relevant curriculum guideline. - achievement levels outlined in the relevant curriculum guideline.

13. REPORTING FOR A MODIFIED PROGRAM  IEP box for the relevant subject areas must be checked on the report card.  Opening statement must contain comment as per p.8 of the “Guide to the Provincial Report Card, Grades 1-9” (e.g., “Expectations for this program are modified and may differ from the regular grade level expectations”.)

14. REPORTING FOR A MODIFIED PROGRAM  Teacher’s reporting comments need to include: - relevant information about the student’s demonstrated learning of the modified expectations - relevant information about the student’s demonstrated learning of the modified expectations - next steps for the student’s learning in the subject - next steps for the student’s learning in the subject