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

2. The Guide: Viewed in light of today’s highly diverse classrooms Viewed in light of today’s highly diverse classrooms Clarifies the distinctions between students receiving adaptations and those receiving modifications 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? 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 Selecting the Unit/Learning Outcomes Pre-assessing for: Pre-assessing for: Readiness Readiness Learning style Learning style Interest Interest Teaching all students in the class using instructional strategies with adaptations as required or with modifications Teaching all students in the class using instructional strategies with adaptations as required or with modifications Providing summative assessment and reporting 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 ) 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 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 Learning requires the participation of the student People learn in a variety of ways and at different rates People learn in a variety of ways and at different rates Learning is both an individual and a group process Learning is both an individual and a group process (Ministry of Education IRPs) (Ministry of Education IRPs)

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

12. PLOs: Number or Grade level Representinglearning:projects, assignments, or assessment Instruction: Classroom teacher SEA or Res/LA, or computers or materials Organizational supports,visuals, setting or extra time

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

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

15. Students working on PLOs from a lower grade level: Students working on PLOs from a lower grade level: are assessed using the standards for the PLOs they are working on are assessed using the standards for the PLOs they are working on can receive a Dogwood graduation certificate can receive a Dogwood graduation certificate may be eligible for adjudication 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 New

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. 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. 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. 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 working on PLOs from a lower grade in Language Arts and current grade level PLOs in all other subjects/courses and current grade level PLOs in all other subjects/courses some of which require reading materials at a lower reading level. some of which require reading materials at a lower reading level.

19. Identify a key concept Identify a key concept Same for everyone in the class Same for everyone in the class Identify the PLOs Identify the PLOs May be adapted or at a lower grade level 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/gr5cur ric_req.pdf) Use usual achievement indicators to determine if the PLOs have been achieved (see gr. 5 example at: http://www.bced.gov.bc.ca/irp/gr5cur ric_req.pdf) http://www.bced.gov.bc.ca/irp/gr5cur ric_req.pdf http://www.bced.gov.bc.ca/irp/gr5cur ric_req.pdf For each subject:

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 inform parents To support future instructional practice To support future instructional practice For adjudication purposes For adjudication purposes

23. Reporting on Adaptations with Lower Grade PLOs Use regular grading procedures: Achievement Indicators and Performance Standards Achievement Indicators and Performance Standards Determine letter grades in accordance with the PLOs 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 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.” 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 limited awareness of their surroundings fragile mental/physical health fragile mental/physical health medical/cognitive/or multiple challenges medical/cognitive/or multiple challenges

27. Modifications provide for the child who is… unable to access the curriculum. 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 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/adaptation s_and_modifications_guide.pdf A guide to adaptations and modifications: http://www.bced.gov.bc.ca/specialed/docs/adaptation s_and_modifications_guide.pdf http://www.bced.gov.bc.ca/specialed/docs/adaptation s_and_modifications_guide.pdf http://www.bced.gov.bc.ca/specialed/docs/adaptation s_and_modifications_guide.pdf Langley’s WIKIhttp://adaptationsmodifications.wikispaces.com / Langley’s WIKIhttp://adaptationsmodifications.wikispaces.com /http://adaptationsmodifications.wikispaces.com /http://adaptationsmodifications.wikispaces.com / BC UDL Project – Special Education Technology – BC 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 Special Ed. Services: A Manual of Policies, Procedures & Guidelines: http://www.bced.gov.bc.ca/specialed/ppandg.htm http://www.bced.gov.bc.ca/specialed/ppandg.htm

32. BCTF Resources and Adaptations http://bctf.ca/issues/resources.aspx?id= http://bctf.ca/issues/resources.aspx?id= BC UDL Project – Special Educ Technology – BC 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 Policy on Duty to Accommodate http://www.tbs- sct.gc.ca/pol/doc- eng.aspx?id=12541&section=text#cha1http://www.tbs- sct.gc.ca/pol/doc- eng.aspx?id=12541&section=text#cha1http://www.tbs- sct.gc.ca/pol/doc- eng.aspx?id=12541&section=text#cha1 BCTF “Teaching To Diversity” website: www.bctf.ca/teachingtodiversity/ BCTF “Teaching To Diversity” website: www.bctf.ca/teachingtodiversity/ www.bctf.ca/teachingtodiversity/ Glossary of Terms 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 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.cf m?site_id=2621 http://www.pearsonschoolcatalogue.ca/co_home.cf m?site_id=2621 http://www.pearsonschoolcatalogue.ca/co_home.cf m?site_id=2621 Adapted Written Output: www.daviesandjohnson.com www.daviesandjohnson.com