Definition and Considerations Modified Plans Definition and Considerations

Definition Modified: a course is modified when grade level curriculum outcomes of a subject have been altered, deleted or added in order to address the specific needs of the student. The integrity \ general intent of the course is maintained while the depth of treatment of the outcomes has been altered or deleted.

What does research say? (addressing the 50-80% definition) Research supports that modifying work of a struggling student is likely to have a negative effect that works against the goals of RTI. Reducing academic expectations will result in these students falling further behind rather than closing the performance gap with peers (Skinner, Pappas, & Davis, 2005)

What does research say? (addressing the 50-80% definition) Accommodation – an accommodation is intended to help the student to fully access and participate in the general-education curriculum without changing the instructional content … (Skinner, Pappas, & Davis, 2005) An accommodation is intended to remove barriers to learning while still expecting that students will master the same instructional content as their typical peers.

Questions to ask when considering a modified plan Is there a clear justification for the plan? Is there a body of evidence to support the plan? (including formal & formative assessments, observation, FBA, etc. ) What are the evidence-informed interventions tried to date at all three tiers? Could justified accommodations provide the needed support?

Questions to ask when considering a modified plan Have there been meetings with the student to discuss their feelings, concerns, strengths and challenges? Parents? Have the ESS team recommended a modified course/program? Are other stakeholders involved and if so, have they been part of the decision? Have post-secondary options been clearly explained to the student and parent/guardian.

Key Components to successful evidence-informed intervention Allocating sufficient time, frequency and duration Appropriate student-teacher ratio Matching the appropriate intervention to the student's need Incorporating effective instructional elements Verifying teacher understanding & providing support Documenting the intervention and collecting data

When not to create a modified plan In order to change a failing grade to a pass. For example in the Spring at reporting time. At the end of the school year before transitioning to a new school, grade or level (example elementary to middle, ) To accommodate a provincial assessment exemption Before adequate assessment, intervention, collaboration and consultation has occurred. In the K-2 years (these are the optimal years for intervention to promote academic growth). In order to elevate a mark to make it more appealing ( for example an 80% modified is seen as preferable to a 60% non-modified To make a case for an EA

Grey Areas Significant gaps without a justification Pressure from parents Pressure from classroom teacher Plans that exist which are not justified Plans that are not followed. Post-secondary considerations (students who should be modified but are not)

Recommendations For plans that are questionable For plans that are not justified or are questionable: The plan should be reviewed first with EST-Resource, ESS team, classroom teacher, other stakeholders, parent/ guardian and student. Conduct appropriate assessments to determine a present level of performance (PLOP) Discuss results to make a decision as to whether the plan is viable, can be changed to accommodated, or be deactivated. Note: Plans must not be changed or deactivated without a parent/ guardian’s knowledge.

Recommendations (cont.) If the plan is deemed necessary (supported by data), discuss options to close the gaps so that the plan may be deactivated at some point due to successful interventions. The Student (and parent/guardian) need to be included in this process.

Changes to SEP – September 2013 The modified tab will no longer have the strategy section or the strategy type section to check off The comment section and the goal/outcome section will remain the same

Changes to SEP – September 2013