Post on 13-Jan-2016
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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§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/ 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