Success for all : modifying programs in secondary schools for students with IEPs : modifications, the final piece of the puzzle.

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This document supports and aligns with the key themes of student achievement encompassed by the Toronto District School Board’s Urban Diversity Strategy: Focus on Student Achievement:Support underachieving students; Enhance professional learning for staff; Support interventions needed for success; Provide an integrated structure and process for delivering services. This resource will be implemented by our most important partners—teachers of those students who require modified programming in order to meet with success. Important Considerations: It is the intention of this document: to provide specific examples of how to modify some curriculum expectations; to articulate the circumstances under which curriculum could be modified; to guide staff in the decision-making process to determine whether a course that has been modified has retained its integrity and whether a credit may or may not be granted. While a course can be modified and retain its integrity as a credit, it is not the intention of this document to suggest that all courses that have been modified will lead to credits.

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Summary Note

This document supports and aligns with the key themes of student achievement encompassed by the Toronto District School Board’s Urban Diversity Strategy: Focus on Student Achievement:Support underachieving students; Enhance professional learning for staff; Support interventions needed for success;  Provide an integrated structure and process for delivering services. This resource will be implemented by our most important partners—teachers of those students who require modified programming in order to meet with success. Important  Considerations: It is the intention of this document: to provide specific examples of how to modify some curriculum expectations; to articulate the circumstances under which curriculum could be modified;  to guide staff in the decision-making process to determine whether a course that has been modified has retained its integrity and whether a credit may or may not be granted.
While a course can be modified and retain its integrity as a credit, it is not the intention of this document to suggest that all courses that have been modified will lead to credits.

General Note

Electronic reproduction.
Available online at: http://tdsbweb/webdocuments/Special_Education/docs/Modifications%20Introduction%20and%20all%20subjects.pdf.
"A document developed in partnership with the Program and Special Education departments, for the Toronto District School Board"--T.p.

Content Note

Section 1. Defining our terms -- Accomodations -- Accomodations and the report card -- Moving from accomodation to modification: key questions -- What can and cannot be modified -- How to modify expectations: examples from English, Mathematics, Canadian & World Studies and Science -- Strategies for improving student achievement -- Questions and answers -- Sample parent letter -- Points to consider when speaking with parents/guardians -- Section 2. Modifying the English curriculum for students with IEPs -- Section 3. Modifying the Mathematics curriculum for students with IEPs -- Section 4. Modifying the Canadian and World Studies curriculum for students with IEPs -- Section 5. Modifying the Science curriculum for students with IEPs.