Adaptations in Individualized Programming for Addressing Student Diversity

1. Part 2: The Co-Teaching Partnership Programming Codes: IEP

2. Terms Adaptation Individualized Programming Individual Education Plan (IEP) Modification

3. Addressing Student Diversity Individualized Programming Universal Design Modification Adaptations Differentiated Instruction Provincial Curriculum

4. Adaptation… • means a change in the teaching process, materials, assignments or student products to assist a pupil to achieve the expected learning outcomes • The Public Schools Act Amendment (Appropriate Educational Programming) • Regulation 155/2005

5. Adaptations are student-specific When adaptations are made generally available, other students may also benefit

6. Adaptations • Adaptations are fair. • The Manitoba Human Rights Code requires reasonable accommodation • Adaptations can follow a student through their education. • Adaptations assist students to achieve expected learning outcomes. • Adaptation + adaptation ≠ modification • There are no adapted courses/programs • There are no adapted marks

7. Addressing Student Diversity Individualized Programming Universal Design Modification Adaptations Differentiated Instruction Provincial Curriculum

8. Definition of Modification Changes in the number or the content of the learning outcomes a student is expected to meet in the provincial curriculum, made by the student support team. Student Specific Planning: A Handbook for Developing and Implementing Individual Education Plans (IEPs) (2010). Glossary

9. The Modified (M) course designation • is intended for... • the student with significant cognitive disabilities who • will benefit from department-developed or approved curricula providing they have been modified significantly to meet each student’s unique learning requirements • have an IEP that details the significant curriculum modifications and implementation plans for the integrated learning experience • Towards Inclusion: A Handbook for Modified Course Designation, • Senior 1-4 (1995) p. 3

10. The process for deciding whether a course should be modified for a student with a significant cognitive disability occurs before the student begins the course. • Towards Inclusion: A Handbook for Modified Course Designation, Senior 1-4 (1995) p. 4

11. Individualized (I) Programming… • is intended for students whose cognitive disabilities are so significant that they do not benefit from participating in curricula developed or approved by Manitoba Education. • identifies highly individualized learning experiences that are functionally appropriate. • is not course specific but identifies a full year of individualized programming. Towards Inclusion: A Handbook for Individualized Programming Designation, Senior 1-4(1995) http://www.edu.gov.mb.ca/k12/specedu/individu/index.html

12. Individual education plan (IEP) is a global term that includes a wide variety of planning documents that address students’ unique learning needs. (Student-Specific Planning Document , 2010) On the report card, the IEP box is ticked when a student has an IEP in place for the academic/ cognitive domain, and it is not reasonable to expect the student to meet or approximate the learning expectations of the grade level curriculum for the subject.

13. IEP code video

14. Is the student following grade level curriculumin the subject, including with adaptations? No Yes Is Additional Language learning the primary learning goal in the subject at this time? No Yes Is there an IEP for academic domains? No Indicate ‘EAL’ or ‘L’ (‘L’ is applicable to the Français program only). Yes Grades are based on individual learning goals. Grades are based on curricular grade-level outcomes. Indicate ‘IEP’ Decision Tree Beginning the journey...

15. Is the student following grade level curriculumin the subject, including with adaptations? No Yes Is Additional Language learning the primary learning goal in the subject at this time? No Yes Is there an IEP for academic domains? Indicate ‘EAL’ or ‘L’ (‘L’ is applicable to the Français program only). Yes No Grades are based on individual learning goals. Indicate ‘IEP’ Grades are based on curricular grade-level outcomes. Decision Tree Beginning the journey...

16. Grade 1-8 IEP code comments: • Grade is based on achievement of learning goals in the student’s learning plan that are significantly different than grade level expectation Followed by: • teacher comments that reflect the achievement that is at grade level, comments about the level at which the student is working or on other information pertinent to the student’s achievement.

17. Learning Behaviours • If there is an IEP for behaviour this will be indicated in the Learning Behaviour portion of the report card.

18. Is the student following grade level curriculumin the subject, including with adaptations? No Yes Is Additional Language learning the primary learning goal in the subject at this time? No Yes Is there an IEP for academic domains? Indicate ‘EAL’ or ‘L’ (‘L’ is applicable to the Français program only). Yes No Grades are based on individual learning goals. Indicate ‘IEP’ Grades are based on curricular grade-level outcomes. Decision Tree Beginning the journey...

19. Grade 9-12 • There is no IEP code for courses • A student specific education plan is required when the last character of the 3 character course designation is a M. E.g.(30M) • Modified (M): A course for students with significant cognitive disabilities and where learning goals have been modified to accommodate these individual learning needs.

20. Is the student following grade level curriculumin the subject, including with adaptations? No Yes Is Additional Language learning the primary learning goal in the subject at this time? No Yes Is there an IEP for academic domains? Indicate ‘EAL’ or ‘L’ (‘L’ is applicable to the Français program only). Yes No Grades are based on individual learning goals. Indicate ‘IEP’ Grades are based on curricular grade-level outcomes. Decision Tree Beginning the journey...

21. If a student’s programming is individualized due to a severe /profound cognitive disability (i.e., the student does not participate in the provincial curriculum), then the report card is not used to report on progress. The front page of the report card, completed to the extent appropriate, accompanies the IEP report.

22. Questions

23. Lunch11:30- 12:00

24. Putting it to Practice: Scenarios • Get into groups of three • Look at each scenario • Determine which path the classroom teacher will take on the decision tree • Discuss what would inputted onto the report card and if the IEP code box would be ticked off or not.

25. Is the student following grade level curriculumin the subject, including with adaptations? No Yes Is Additional Language learning the primary learning goal in the subject at this time? Yes No Is there an IEP for academic domains? Yes No Indicate ‘EAL’ or ‘L’ (‘L’ is applicable to the Français program only). Grades are based on individual learning goals. Indicate ‘IEP’ Grades are based on curricular grade-level outcomes. When to use the IEP or EAL box • Student Programming: Decision Tree • (Grades 1 to 8)

26. Questions and Wrap-up

27. Contact Information • Jean.Hallas@gov.mb.ca or 945-0976 • Anne-Marie.Lapointe-Lafond@gov.mb.ca Or 945-8358 • Toll free: 1 800 282 8069 extension (0976) or (8358) last 4 digits of our telephone number