For my son’s entire school career his learning program has been modified. He has a history of harmful behaviours connected to learning and expectations at school. After first semester Christopher II started finding himself in trouble at school and becoming more difficult at home. After an unfortunate sequence of events Christopher II had a nervous breakdown and found himself in foster care. School was not the sole cause of his trauma, however I informed the school that he would not return until he was appropriately placed and protected.
SCHOOL SAYS 50% GRADE = SUCCESS
After 55 consecutive school days missed
Christopher II Chaplin is happy to learn he is going
back to high school.
I was unhappy with his 50% average and felt that his modifications should not have been removed without my prior consent or knowledge. The principal stated that my child did not require modifications at the applied level and that his 50% grade average was a great success. I took a hard stand and requested that the school provide Christopher II with a proper placement where he could be more successful. Eleven consecutive weeks out of school and only after a C.A.S. worker attended a meeting with in support of my son did the principal agree to change Chris’s placement. At this meeting, I presented a page from the grade 9 curriculum documents that stated children who were previously modified are to be modified in grades 9, 10. His courses are still not modified, but he has been placed at the essential level where he has an opportunity for greater success.
The Ontario’s Ministry of Education claims to be transparent, it promises not to leave any child behind and guarantees inclusion for children with learning disabilities. As a parent of a child who is diagnosed with Heamohphilia, Autism and a Learning Disability I can assure you that this is far from the reality. The requirement to modify grade 9 and 10 English at the applied or academic level for children with learning disabilities that had their courses modified in elementary, has been forgotten.
Warning to all parents of students with learning disabilities going into high school in Ontario. The applied and academic curriculum course programs will not be modified as they were in elementary school. This is not the fault of the teachers who are in the same boat as the parents of their students. Somehow our society has given up self-esteem for ego without improving our future generation. We need to change this.
From Curriculum Documents:
(pg 30) Grade 9-10 Academic and Applied English Curriculum Document
Students Requiring Modified Expectations
Some students will require modified expectations, which differ from the regular course expectations. For most students, modified expectations will be based on the regular course curriculum, with changes in the number and/or complexity of the expectations. Modified expectations represent specific, realistic, observable, and measurable achievements and describe specific knowledge and/or skills that the student can demonstrate independently, given the appropriate assessment accommodations.
It is important to monitor, and to reflect clearly in the student’s IEP, the extent to which expectations have been modified. As noted in Section 7.12 of the ministry’s policy document Ontario Secondary Schools, Grades 9 to 12: Program and Diploma Requirements, 1999, the principal will determine whether achievement of the modified expectations constitutes successful completion of the course, and will decide whether the student is eligible to receive a credit for the course. This decision must be communicated to the parents and the student.
When a student is expected to achieve most of the curriculum expectations for the course, the modified expectations should identify how the required knowledge and skills differ from those identified in the course expectations. When modifications are so extensive that achievement of the learning expectations (knowledge, skills, and performance tasks) is not likely to result in a credit, the expectations should specify the precise requirements or tasks on which the student’s performance will be evaluated and which will be used to generate the course mark recorded on the Provincial Report Card.
From: (IEP Standards, 2000, pages 10 and 11).
Modified expectations indicate the knowledge and/or skills the student is expected to demonstrate and have assessed in each reporting period.
From: (IEP Standards, 2000, page 11)
The student’s learning expectations must be reviewed in relation to the student’s progress at least once every reporting period, and must be updated as necessary.
From: Guide to the Provincial Report Card, Grades 9–12, 1999 (page 8)
If a student requires modified expectations in English courses, assessment and evaluation of his or her achievement will be based on the learning expectations identified in the IEP and on the achievement levels outlined in this document. If some of the student’s learn- ing expectations for a course are modified but the student is working towards a credit for the course, it is sufficient simply to check the IEP box on the Provincial Report Card. If, however, the student’s learning expectations are modified to such an extent that the principal deems that a credit will not be granted for the course, the IEP box must be checked and the appropriate statement from the Guide to the Provincial Report Card, Grades 9–12, 1999 (page 8) must be inserted. The teacher’s comments should include relevant information on the student’s demonstrated learning of the modified expectations, as well as next steps for the student’s learning in the course.