ADJUSTMENTS AND MODIFICATIONS FOR TASKS

When teachers report on an assessment task, parents may assume that all of the students in the class would complete the same task and that this would be reported in the same manner. This is not always the case. There are a variety of reasons why teachers may assign a different task to students or change the way that the student demonstrates their knowledge or skill, including absence during the teaching period, a disability that hinders a student completing the same task and many other variants. 

When this happens, teachers are asked to inform parents of any adjustment made. This will be evident in both PAM and on the report that is available online. On PAM, parents will see a flag beside the task, and if parent click into the task, a breakdown of the actual adjustments are indicated. In most cases, parents should be aware that adjustments are going to be made. 

An adjustment allows a student to complete the same assignment or test as other students, but with a change in the timing, formatting, setting, scheduling, response, presentation, or a combination of these. The adjustment does not alter in any significant way what the test or assignment measures. For example, adjustment for presentation affects the way directions and content are delivered to students, helping students with different learning needs and abilities to engage in the content (e.g., a student with anxiety takes a test in a different location or a student with Dyslexia – Specific Learning Disability to have a reader.) Adjustment for response offers different ways for students to respond to assessment questions. Adjustments for timing and scheduling of assignments and assessments can be helpful for students who may need more processing time or frequent breaks. Essentially, the student is still learning the same content and demonstrates the same knowledge or skill. 

Occasionally, a task may be modified. Modifications change what a student is taught or expected to learn. Basically, they are adjustments (or changes) to an assignment or a test that changes the standard of what the assignment or test is supposed to measure. The curriculum can be modified to retain specific standards that the student must meet to progress in the curriculum, while allowing for less depth of understanding of the concept. For example, the class may be reading Macbeth by Shakespeare, looking at the dangers of unchecked ambition and the corrupting nature of power. A modification may allow the student to read Shrek, which ultimately allows the student to learn the same principles but in a much simpler manner. The student may create a cartoon, answer specific questions verbally, make a diorama etc. The ways the student demonstrates their knowledge can be many and varied. 

Adjustments and modification given at our school should be done with collaboration of parents and be open for review. If you have any questions about these for your child, the first point of contact should be the subject teacher and then for further understanding can be directed to the Learning Diversity staff – Sally Op’t Hoog or Monique Watt.

Sally Op't Hoog

Teaching and Learning Leader: Learning Diversity Leader