STUDENT SERVICES

SCHOOL DISTRICT NO. 50 (HAIDA GWAII)

107 3rd Avenue, Queen Charlotte, BC V0T 1S0
Phone: 250-559-8471 Fax: 250-559-8849

Adaptations Checklist

Student: Date: Grade:

Course(s): PEN: School:

Written Language Adaptations: Testing Adaptations:

□ Photocopied notes □ Allow student to take oral test

□ Framed outlines □ Rewrite test
□ Allow writing to be proofread before marking □ Alternate test
□ Reduce volume of work □ No penalty for spelling
□ Extend time □ Separate setting
□ Use word processor with spell and grammar check □ Provide study guide
□ Assign tutor or pair with “strong” student □ Enlarge print
□ Adjust weight □ Change test format to multiple choice, true/false fill
□ Adjust expectations in blank or short answers
□ Limited/no penalty for spelling □ Take an open book or open note test in the
□ Tape responses classroom
□ Give choice of assignment format □ Allow student to write, finish or re-take a test in a
□ Provide scribe (teacher, classmate, E.A. or less distracting setting
technology) □ Allow student to use a calculator for all tests
□ Allow point form answers □ Allow student to use formula sheets during tests
□ Other: □ Adjust weight of test or parts of test
□ Other:

Reading Adaptations: Math Adaptations:

□ Taped materials □ Calculator

□ Reader (teacher, classmate, T.A. or technology) □ Multiplication grid
□ Highlight key words on worksheet, notes, texts and □ Extend time
tests □ Reduce volume of work
□ Extend time □ Use concrete materials
□ Reduce number of questions □ Peer tutor or pair with “strong” student
□ Reduce volume of work □ Provide immediate feedback re: correctness
□ Parallel alternate reading material □ Model computational procedures i.e. do the first
□ Enlarge print few questions together
□ Avoid embarrassing student by having him/her □ Use memory devices to remember concepts and
read orally in class operations
□ Other: □ Frequent review of concepts and mastered skills
□ Reader for word problems
□ Other:
Weak Organizational Skills:
□ Provide daily schedule
□ Help student organize notebook or binder
□ Supervise the writing of homework assignments in
agenda or homework book
□ Request parent reinforcement
□ Help student break down long term assignments
into smaller units
□ Monitor desk and locker and locker clean-up
□ Provide a second set of textbooks to keep at home
□ Other:
Weak Auditory Processing Skills:
□ Multisensory instructions
□ T.V. or video presentation
□ Framed outlines
□ Photocopied notes
□ Ask student to repeat directions
□ Provide written directions for assignments
□ Summarize lesson in point form on board
□ Write homework on board
□ Review vocabulary and purpose prior to lesson
□ Other:
Weak Visual-Motor Processing Skills:
□ Provide copies of notes to be copied from board,
overhead or text
□ Extend time
□ Reduce volume
□ Adjust expectations for penmanship and neatness
□ Provide materials such as graph paper, highlighters,
specially lined paper etc. when it is appropriate
□ Provide workbooks, graphic organizers, etc when
possible
□ Other:
Student:
Distractible Student:
□ Selective seating
□ Reduce visual directions
□ Reduce auditory distractions (ear plugs, head -sets)
□ Advanced organizers
□ Instruct student in self-monitoring
□ Break periods into smaller units of time, each with
a plan/goal
□ Use cues and prompts (private signals)
□ Allow student to have some planned breaks
□ Give positive reinforcement
□ Provide less distracting quieter environment in
which the student can work productively under the
supervision of an EA
□ Allow student to listen to music with headphones
during independent work
□ Other:
Weak Visual Processing Skills:
□ Multisensory instructions
□ Oral directions and advanced organizers
□ Taped material
□ Video, Smart Board, PowerPoint presentation
□ Discussion time
□ Other:
Other Notes/Comments:
PEN: