CARDINAL MCGUIGAN HIGH SCHOOL RESOURCE DEPARTMENT
STUDENT LEARNING PROFILE
DATE:
STUDENT NAME: STUDENT #:
EXCEPTIONALITY:
BEHAVIOUR
MULTIPLE
Multiple Exceptionalities
COMMUNICATION
Autism
INTELLECTUAL
Developmental Disability
Deaf & Hard of Hearing
Mild Intellectual Disability
Language Impairment
UNDETERMINED
Non-Specific Special Education
Speech Impairment
PHYSICAL
Physical Disability
Learning Disability
Blind and Low Vision
Student’s Strengths:
Student’s Weaknesses:
Additional Comments and Concerns:
Please see over for suggested accommodations, modifications and evaluation strategies
STUDENT NAME:
Please note: The best suggestions have been recommended. All other accommodations and evaluation techniques could be considered.
POSSIBLE ACCOMMODATIONS FOR PROGRAM DELIVERY
[ ] Preferential seating and/or small group setting
[ ] Team with a peer tutor/classroom buddy/E.A. to restate instructions, edit work, keep student focused
[ ] Emphasis on functional literacy and numeracy
[ ] Advance organizers / structured content
[ ] Establish home/school communication system and/or homework sheet
[ ] Reading aloud of notes and questions to student
[ ] Continuous cross-referencing of key concepts and details
[ ] Constant repetition of material in different modalities
[ ] Labelling, dating and numbering of notes and handouts
[ ] Use of photocopies or audio-visual for text and notes
[ ] Highlighting and colour-coding of notes and text
[ ] Use of models and manipulative materials to teach concepts
[ ] Breaking down of teacher presentations and student assignments into smaller units (chunking)
[ ] Opportunities for problem-solving
[ ] Relate material to real-life whenever possible
[ ] Cover material at a pace required by student – Mastery Learning Approach
[ ] Use of computer and/or scribing and/or oral answers for student’s work
[ ] Encourage regular use of calculator and dictionary
[ ] Extra time after asking questions to allow student to process request
[ ] Clarification of questions, instructions and expectations to ensure understanding
[ ] Extra time to complete notes and assignments
[ ] Provide opportunities for practice (sample tests)
[ ] Monitor assignments and notes at frequent intervals
[ ] Co-operative learning opportunities
[ ] Opportunities for positive experiences in self-expression
[ ] Teach that risk-taking and making mistakes are normal and not to be feared
[ ] Opportunities for ‘time-out’ when student is anxious or frustrated
[ ] Give immediate feedback and provide positive reinforcement
POSSIBLE ACCOMMODATIONS FOR PROGRAM EVALUATION
[ ] Extra time to complete tests and exams
[ ] Short quizzes vs. major tests
[ ] Reduced number of assignments or reduced content in each assignment
[ ] Alternative kinds of assignments and projects
[ ] Increased weight to oral answers or substitute oral presentation for written assignments
[ ] Exam written in resource room
[ ] Questions read to student as written on tests and exams
[ ] Paraphrasing and clarification of instructions and questions
[ ] Use of review sheets
[ ] Open-book tests and exams
[ ] Answers scribed by teacher, E.A. or peer helper
[ ] Use of computer by student to record answers
[ ] Varied format for tests and exams [ short answer; multiple–choice (with 3 distractors); T/F; fill in the
blanks; matching; word banks (clusters of 5 choices) ]
[ ] Avoid use of negatives and double-negatives in multiple choice and T/F
[ ] Keep questions brief
[ ] Reduce number of questions that test for the same skill
[ ] Ample workspace on all worksheets, tests and exams
[ ] Ample white space on all handouts, tests and exams
[ ] Use number cues to tell students how many answers are expected
[ ] Show marks per question
[ ] Grading shift (content vs. spelling)
[ ] Rewrite failed/poorly written tests
Wednesday, May 5, 2010
Exam / Test / Accomodations
Exam/Test Accommodations
All identified students are entitled to accommodations on their exams. We realize that you have a lot of work to do, however, these accommodations are necessary to ensure the success of our students and they need to be done. Many resource students experience challenges in reading and/or writing and they need to be given the opportunity to express what they know.
Kindly remember that we are available to go over your regular exams with you and to make suggestions on how to accommodate it for your special education students.
Some common changes include:
· Allow point form answers
· Provide clear examples for the student to follow
· Provide a word bank for ‘fill in the blank’ sections
· Allow for oral evaluation
· Place fewer questions on the exam
· Reduce the number of distracters to 3 in multiple choice sections
It is important to remember that most special needs students work much slower than others and that they often have difficulty remembering information, so memorizing a lot of information is not always possible for them to do. Options include incorporating a review sheet into the exam/testing process, and/or reducing the amount of information to a level that is manageable for them. One way to do this is to eliminate extraneous information.
We appreciate your help in providing a fair testing process for special needs students.
Please feel free to contact us to discuss your exam/test accommodations for special needs students.
Accommodations & Evaluation Strategies for use in the
Preparing of Tests and Exams for Special Needs Students
Language
Layout
Format and
Accommodations
Level
Simplify language
Break one large question into it’s component parts
Give clear, concise explanations
Highlight/underline key words and points
Ensure that the text is easy to read i.e.
Clearly photocopied
Use large font
Adequate spacing
Provide word lists/formulas beside the question or diagram that they are being used for so that the student does not need to flip the pages to see this material.
Space questions so that they are easier to read
Give adequate room for answers
Is the exam the appropriate length?
Include a variety of question types such as: multiple choice, fill-in-the-blank, matching, diagrams, charts, etcetera.
Provide 3 alternatives for multiple choice questions instead of 4 or 5.
Reduce the total number of questions on the exam as compared to a regular exam.
Ask for an outline to an essay question, rather than a completed essay
Ensure a choice of questions
Allow extra time to complete the exam
Permit a review sheet or open book exam
Is the level of the exam appropriate for a special needs student?
When reflecting on this question kindly refer to the information contained in the Language, Layout, Format and Accommodations sections of this document.
All identified students are entitled to accommodations on their exams. We realize that you have a lot of work to do, however, these accommodations are necessary to ensure the success of our students and they need to be done. Many resource students experience challenges in reading and/or writing and they need to be given the opportunity to express what they know.
Kindly remember that we are available to go over your regular exams with you and to make suggestions on how to accommodate it for your special education students.
Some common changes include:
· Allow point form answers
· Provide clear examples for the student to follow
· Provide a word bank for ‘fill in the blank’ sections
· Allow for oral evaluation
· Place fewer questions on the exam
· Reduce the number of distracters to 3 in multiple choice sections
It is important to remember that most special needs students work much slower than others and that they often have difficulty remembering information, so memorizing a lot of information is not always possible for them to do. Options include incorporating a review sheet into the exam/testing process, and/or reducing the amount of information to a level that is manageable for them. One way to do this is to eliminate extraneous information.
We appreciate your help in providing a fair testing process for special needs students.
Please feel free to contact us to discuss your exam/test accommodations for special needs students.
Accommodations & Evaluation Strategies for use in the
Preparing of Tests and Exams for Special Needs Students
Language
Layout
Format and
Accommodations
Level
Simplify language
Break one large question into it’s component parts
Give clear, concise explanations
Highlight/underline key words and points
Ensure that the text is easy to read i.e.
Clearly photocopied
Use large font
Adequate spacing
Provide word lists/formulas beside the question or diagram that they are being used for so that the student does not need to flip the pages to see this material.
Space questions so that they are easier to read
Give adequate room for answers
Is the exam the appropriate length?
Include a variety of question types such as: multiple choice, fill-in-the-blank, matching, diagrams, charts, etcetera.
Provide 3 alternatives for multiple choice questions instead of 4 or 5.
Reduce the total number of questions on the exam as compared to a regular exam.
Ask for an outline to an essay question, rather than a completed essay
Ensure a choice of questions
Allow extra time to complete the exam
Permit a review sheet or open book exam
Is the level of the exam appropriate for a special needs student?
When reflecting on this question kindly refer to the information contained in the Language, Layout, Format and Accommodations sections of this document.
Resource Fact Sheet and Policies
Staff
Resource Fact Sheet and Policies
§ There are 187 students at James Cardinal McGuigan who are identified as exceptional.
§ Their exceptionalities include Developmental Delays, Multiple Exceptionalities, Physical Disabilities, Mild Intellectual Disabilities, Language Impairments, Learning Disabilities and those designated as Monitor only.
§ All identified students have a right to an integrated education and as teachers we have a legal responsibility to provide them with a program that meets their needs.
We have a large, dynamic Special Education Department composed of many teachers and educational assistants.
Duties of the special education teacher:
§ Develop, review and maintain an updated IEP
§ Ensure that the program and services outlined in a student’s IEP are implemented
§ Provide advice about materials and resources
§ Provide support to the student’s classroom teachers by generating ideas and suggestions for developing modified expectations, alternative programs, or accommodations
§ Develop and update student’s profile
§ Develop student progress report form
§ Ensure appropriate course selection
Bi-monthly (or as required) one-on-one student conferences
§ Seek intervention (e.g. guidance counsellor, child youth worker, parents, teachers, social workers, psychologists, and others involved with the progress and over all well-being of the student and administration) as required.
§ Provide support and remediation to student regarding course load, selection and transition plan
§ Make sure that a working transition plan is in place
§ Teaching Responsibilities including Resource Room supervision and teaching Learning Strategies courses.
If you need to discuss a specific student, please speak directly to their
Special education teacher, as they know that student best and are aware
of the individual’s learning needs.
Resource Fact Sheet and Policies
§ There are 187 students at James Cardinal McGuigan who are identified as exceptional.
§ Their exceptionalities include Developmental Delays, Multiple Exceptionalities, Physical Disabilities, Mild Intellectual Disabilities, Language Impairments, Learning Disabilities and those designated as Monitor only.
§ All identified students have a right to an integrated education and as teachers we have a legal responsibility to provide them with a program that meets their needs.
We have a large, dynamic Special Education Department composed of many teachers and educational assistants.
Duties of the special education teacher:
§ Develop, review and maintain an updated IEP
§ Ensure that the program and services outlined in a student’s IEP are implemented
§ Provide advice about materials and resources
§ Provide support to the student’s classroom teachers by generating ideas and suggestions for developing modified expectations, alternative programs, or accommodations
§ Develop and update student’s profile
§ Develop student progress report form
§ Ensure appropriate course selection
Bi-monthly (or as required) one-on-one student conferences
§ Seek intervention (e.g. guidance counsellor, child youth worker, parents, teachers, social workers, psychologists, and others involved with the progress and over all well-being of the student and administration) as required.
§ Provide support and remediation to student regarding course load, selection and transition plan
§ Make sure that a working transition plan is in place
§ Teaching Responsibilities including Resource Room supervision and teaching Learning Strategies courses.
If you need to discuss a specific student, please speak directly to their
Special education teacher, as they know that student best and are aware
of the individual’s learning needs.
Definitions for Identification Labels
DEFINITIONS FOR IDENTIFICATION LABELS:
BEHAVIOUR:
A learning disorder characterized by specific behaviour problems over such a period of time, and to such a marked degree, and of such a nature, as to adversely affect educational performance, and that may be accompanied by one or more of the following:- (a) an inability to build or maintain interpersonal relationships; (b) excessive fears or anxieties; (c) a tendency to compulsive reaction; or (d) an inability to learn that cannot be traced to intellectual, sensory or other health factors, or any combination thereof.
COMMUNICATION:
Autism: A severe learning disorder that is characterized by: (a) disturbances in; rate of educational development; ability to relate to the environment; mobility; perception, speech and language; (b) lack of the representational symbolic behaviour that precedes language.
Deaf and Hard of Hearing: An impairment characterized by deficits in language and speech development because of a diminished or non-existent auditory response to sound.
Language Impairment: A learning disorder characterized by an impairment in comprehension and/or use of verbal communication or the written or other symbol system or communication which may be associated with neurological,
psychological, physical or sensory factors, and which may: (a) involve one or more of the form, content, and function of language in communication; and (b) include one or more of the following: language delay; dysfluency; voice and articulation development, which may or may not be organically or functionally based.
Speech Impairment: A disorder in language formulation that may be associated with neurological, psychological, physical, or sensory factors; that involves perceptual motor aspects of transmitting oral messages; and that may be characterized by impairment in articulation, rhythm, and stress.
Learning Disability: A learning disorder evident in both academic and social situations that involves one or more of the processes necessary for the proper use of spoken language or the symbols of communication, and that is characterized by a condition that: (a) is not primarily the result of: impairment of vision; impairment of hearing; physical disability; developmental disability; primary emotional disturbance; cultural difference and (b) results in a significant discrepancy between academic achievement and assessed intellectual ability, with deficits in one or more of the following: receptive language (reading, listening); language processing (thinking, conceptualizing, integrating); expressive language (talking, spelling, writing); mathematical computations, and (c) may be associated with one or more conditions diagnosed as; a perceptual handicap; a brain injury; minimal brain dysfunction; dyslexia; developmental aphasia.
INTELLECTUAL:
Giftedness: An unusually advanced degree of general intellectual ability that requires differentiated learning experiences of a depth and breadth beyond those normally provided in the regular school program to satisfy the level of educational potential indicated.
Mild Intellectual Disability: a learning disorder characterized by: (a) an ability to profit educationally within a regular class with the aid of considerable curriculum modification and supportive service; (b) an inability to profit educationally within a regular class because of slow intellectual development; (c) a potential for academic learning, independent social adjustment, and economic self-support.
Developmental Disability: A severe learning disorder characterized by: (a) an inability to profit from a special education program for students with mild intellectual disabilities because of slow intellectual development; (b) an ability to profit from a special education program that is designed to accommodate slow intellectual development; (c) a limited potential for academic learning, independent social adjustment, and economic self-support.
PHYSICAL:
Physical Disability: A condition of such severe physical limitation or deficiency as to require special assistance in learning situations to provide the opportunity for educational achievement equivalent to that of pupils without exceptionalities who are of the same age development level.
Blind and Low Vision: A condition of partial or total impairment of sight or vision that even with correction affects educational performance adversely.
MULTIPLE:
Multiple Exceptionalities: A combination of learning or other disorders, impairments or physical disabilities that is of such nature as to require, for educational achievement, the services of one or more teachers holding qualifications in special education and the provision of support services appropriate for such disorders, impairments, or disabilities.
BEHAVIOUR:
A learning disorder characterized by specific behaviour problems over such a period of time, and to such a marked degree, and of such a nature, as to adversely affect educational performance, and that may be accompanied by one or more of the following:- (a) an inability to build or maintain interpersonal relationships; (b) excessive fears or anxieties; (c) a tendency to compulsive reaction; or (d) an inability to learn that cannot be traced to intellectual, sensory or other health factors, or any combination thereof.
COMMUNICATION:
Autism: A severe learning disorder that is characterized by: (a) disturbances in; rate of educational development; ability to relate to the environment; mobility; perception, speech and language; (b) lack of the representational symbolic behaviour that precedes language.
Deaf and Hard of Hearing: An impairment characterized by deficits in language and speech development because of a diminished or non-existent auditory response to sound.
Language Impairment: A learning disorder characterized by an impairment in comprehension and/or use of verbal communication or the written or other symbol system or communication which may be associated with neurological,
psychological, physical or sensory factors, and which may: (a) involve one or more of the form, content, and function of language in communication; and (b) include one or more of the following: language delay; dysfluency; voice and articulation development, which may or may not be organically or functionally based.
Speech Impairment: A disorder in language formulation that may be associated with neurological, psychological, physical, or sensory factors; that involves perceptual motor aspects of transmitting oral messages; and that may be characterized by impairment in articulation, rhythm, and stress.
Learning Disability: A learning disorder evident in both academic and social situations that involves one or more of the processes necessary for the proper use of spoken language or the symbols of communication, and that is characterized by a condition that: (a) is not primarily the result of: impairment of vision; impairment of hearing; physical disability; developmental disability; primary emotional disturbance; cultural difference and (b) results in a significant discrepancy between academic achievement and assessed intellectual ability, with deficits in one or more of the following: receptive language (reading, listening); language processing (thinking, conceptualizing, integrating); expressive language (talking, spelling, writing); mathematical computations, and (c) may be associated with one or more conditions diagnosed as; a perceptual handicap; a brain injury; minimal brain dysfunction; dyslexia; developmental aphasia.
INTELLECTUAL:
Giftedness: An unusually advanced degree of general intellectual ability that requires differentiated learning experiences of a depth and breadth beyond those normally provided in the regular school program to satisfy the level of educational potential indicated.
Mild Intellectual Disability: a learning disorder characterized by: (a) an ability to profit educationally within a regular class with the aid of considerable curriculum modification and supportive service; (b) an inability to profit educationally within a regular class because of slow intellectual development; (c) a potential for academic learning, independent social adjustment, and economic self-support.
Developmental Disability: A severe learning disorder characterized by: (a) an inability to profit from a special education program for students with mild intellectual disabilities because of slow intellectual development; (b) an ability to profit from a special education program that is designed to accommodate slow intellectual development; (c) a limited potential for academic learning, independent social adjustment, and economic self-support.
PHYSICAL:
Physical Disability: A condition of such severe physical limitation or deficiency as to require special assistance in learning situations to provide the opportunity for educational achievement equivalent to that of pupils without exceptionalities who are of the same age development level.
Blind and Low Vision: A condition of partial or total impairment of sight or vision that even with correction affects educational performance adversely.
MULTIPLE:
Multiple Exceptionalities: A combination of learning or other disorders, impairments or physical disabilities that is of such nature as to require, for educational achievement, the services of one or more teachers holding qualifications in special education and the provision of support services appropriate for such disorders, impairments, or disabilities.
Accomodations and Modifications
Accommodations and Modifications
1. New Terminology
- until recently, any changes to a student’s program or program delivery were
known as modifications
- now, new terminology is in place: accommodations and modifications
- basically, accommodations alter only the methods of delivery and evaluation while leaving the course content intact
- modifications alter the delivery, evaluation and the course content itself, so that the student is not responsible for the same amount and/or type of content as a
- student on a non-modified program
2. Decisions regarding the use and choice of accommodations and modifications
- based on the student’s learning style and specific disability / designation
- expectation-based and standard-based environment with specifically stated
outcomes
- accommodations and modifications will be used to assist students in reaching
the curriculum outcomes and expectations
3. Reporting accommodations and modifications on report card
- If modifications have been used to assist students in your courses, it
must be indicated on the report card by using the appropriate code
- if accommodations only have been used to assist students in your
courses, then it is not necessary or advisable to check the IEP box
1. New Terminology
- until recently, any changes to a student’s program or program delivery were
known as modifications
- now, new terminology is in place: accommodations and modifications
- basically, accommodations alter only the methods of delivery and evaluation while leaving the course content intact
- modifications alter the delivery, evaluation and the course content itself, so that the student is not responsible for the same amount and/or type of content as a
- student on a non-modified program
2. Decisions regarding the use and choice of accommodations and modifications
- based on the student’s learning style and specific disability / designation
- expectation-based and standard-based environment with specifically stated
outcomes
- accommodations and modifications will be used to assist students in reaching
the curriculum outcomes and expectations
3. Reporting accommodations and modifications on report card
- If modifications have been used to assist students in your courses, it
must be indicated on the report card by using the appropriate code
- if accommodations only have been used to assist students in your
courses, then it is not necessary or advisable to check the IEP box
Nuts and Bolts of Resource Department
Who Is an Exceptional Student?
The Education Act defines an exceptional student as “a pupil whose behavioural, communicational, intellectual, physical or multiple exceptionalities are such that he or she is considered to need placement in a special education program…” Students are identified according to the categories and definitions of exceptionalities provided by the Ministry of Education and Training.
What are Special Education Services?
Special education services are defined in the Education Act as the facilities and resources, including support personnel and equipment, necessary for developing and implementing a special education program.
What is a Special Education Program?
A special education program is defined in the Education Act as an educational program that:
Is based on and modified by the results of continuous assessment and evaluation
Includes an Individual Education Plan (IEP) containing specific objectives and an outline of special education services that meet the needs of the exceptional pupil.
What is an Individual Education Plan (IEP)?
All children learn differently. Program accommodations and/or modifications may be incorporated into a formalized IEP which focuses on the child’s strengths and areas of need. The IEP is developed by the Special Education Department with input from the subject area teachers and the parents. It must include:
Specific educational expectations
An outline of the special education program and services that will be received
A statement about the methods by which the student’s progress is reviewed.
For students 14 years and older a plan for transition to appropriate post-secondary school activities, such as work, further education, and community living.
The Education Act defines an exceptional student as “a pupil whose behavioural, communicational, intellectual, physical or multiple exceptionalities are such that he or she is considered to need placement in a special education program…” Students are identified according to the categories and definitions of exceptionalities provided by the Ministry of Education and Training.
What are Special Education Services?
Special education services are defined in the Education Act as the facilities and resources, including support personnel and equipment, necessary for developing and implementing a special education program.
What is a Special Education Program?
A special education program is defined in the Education Act as an educational program that:
Is based on and modified by the results of continuous assessment and evaluation
Includes an Individual Education Plan (IEP) containing specific objectives and an outline of special education services that meet the needs of the exceptional pupil.
What is an Individual Education Plan (IEP)?
All children learn differently. Program accommodations and/or modifications may be incorporated into a formalized IEP which focuses on the child’s strengths and areas of need. The IEP is developed by the Special Education Department with input from the subject area teachers and the parents. It must include:
Specific educational expectations
An outline of the special education program and services that will be received
A statement about the methods by which the student’s progress is reviewed.
For students 14 years and older a plan for transition to appropriate post-secondary school activities, such as work, further education, and community living.
Special Education Information Package Introduction
James Cardinal McGuigan
Resource Department
Special Education Information Package
You will find the following in this package:
§ Ministry of Education Definition of Exceptional Students
§ Explanation of Accommodations and Modifications
§ Ministry of Education Categories of Exceptionality
§ The Special Education Fact Sheet and Policies
§ Chart of resource students sorted by teacher
§ Resource Room Schedule
§ Information on preparing for tests and exams
§ Student profile sheet with suggested program and evaluation accommodations: Example
§ Class monitoring report: Example
§ Student Progress Request Form: Example
§ JCM Resource Room Referral: Blank
Resource Department
Special Education Information Package
You will find the following in this package:
§ Ministry of Education Definition of Exceptional Students
§ Explanation of Accommodations and Modifications
§ Ministry of Education Categories of Exceptionality
§ The Special Education Fact Sheet and Policies
§ Chart of resource students sorted by teacher
§ Resource Room Schedule
§ Information on preparing for tests and exams
§ Student profile sheet with suggested program and evaluation accommodations: Example
§ Class monitoring report: Example
§ Student Progress Request Form: Example
§ JCM Resource Room Referral: Blank
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