Reporting on Adaptations and Modifications

ADAPTATIONS Definitions:
Differentiation: responsive teaching rather than one size fits all teaching; teachers proactively plan varied approaches to what students need to learn, how they will learn it, and/or how they will show what they have learned (Tomlinson, 2003/2005). Adaptations: supports which help students compensate for challenges, allowing them to work toward prescribed learning outcomes, and demonstrate their learning /knowledge in flexible ways. Students may require adaptations to certain aspects of the curriculum, while working without them in others. Adaptations do not represent unfair advantages to students. In fact, the opposite is true. If appropriate adaptations are not used, students are unfairly penalized for having learning differences, creating serious negative impacts to their achievement and self-concept. A Guide to Adaptations and Modifications (BC Ministry of Ed., 2009)

MODIFICATIONS Definition:
Decisions made to accommodate a students educational needs consisting of individualized learning goals and outcomes significantly different from the learning outcomes of a course or subject. They are considered for students whose special needs are such that they are unable to access the curriculum, and are sometimes limited to parts of the curriculum. Modifications need not be a longterm solution.

Reporting Guidelines:
Differentiated learning opportunities that are part of a flexible, inclusive classroom program do not need to be specifically reported on in a students report card, but could be described in an overview for the terms activities. Adaptations that are specifically required by an individual student should be documented in an IEP or Learning Plan. Adaptations must be provided for ALL students who require them, whether the student has a ministry designation or not. When reporting on an adaptation, the students progress is assessed relative to the product/demonstration of learning in the same way it is for the students who did not have adaptations for the assignment. If a student demonstrates that he/she is meeting expectations, or has achieved a certain percentage score with the adaptation, it is reported as such. Where a student is not meeting expectations or able to earn a passing grade with the adaptation in place, this is also reported accurately on the classroom report card. Adaptations are fully described in the anecdotal comments that accompany the descriptor/grade. Sample reporting comment: [Name] is working with adaptations for [identify course/subject]. [Identify adaptation] [state success/impact]. For example: Jimmy is working with adaptations for reading. When he uses Kurzweil and digital text on his iPod, he works with grade-level materials and shows good comprehension of the material. Susie is working with adaptations for mathematics. She completes a reduced number of questions and uses a calculator for basic facts. With these supports, she completes most class assignments independently. Mike is more successful when he works with adaptations for writing. He is reluctant to use Kurzweil or accept support from a scribe, which is making it difficult for him to complete writing assignments successfully.

Reporting Guidelines:
The term Modification can ONLY be used on a report card when the student has formally gone through a district screening to determine that an aspect of a students curriculum should be modified. The classroom report card should reflect progress toward the descriptors/courses where the student is working without modifications. The remaining areas of the report card should be left blank. Students do not receive letter grades for modified curriculum. Modifications are instead reported through structured written comments with respect to their demonstrated strengths/areas to improve; based on IEP goals. ANYTHING MARKED WITH N/A ON A CLASSROOM REPORT MUST BE REPORTED ON THROUGH AN IEP PROGRESS REPORT.