Page 58 - THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Cooperative Education

THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Cooperative Education
There are three types of accommodations:
• Instructional accommodations are changes in teaching strategies, including styles
of presentation, methods of organization, or use of technology and multimedia. Some examples include the use of graphic organizers, photocopied notes, adaptive equipment, or assistive software.
• Environmental accommodations are changes that the student may require in the classroom, the school environment, and/or the cooperative education placement, such as preferential seating, special lighting, or reduced auditory distractions.
• Assessment accommodations are changes in assessment procedures that enable the student to demonstrate their learning, such as allowing additional time to complete tests or assignments or permitting oral responses to test questions.
(See page E39 of Special Education in Ontario, 2017, for more examples.)
If a student requires “accommodations only” in cooperative education courses, assessment and evaluation of their achievement will be based on the regular course curriculum expectations and the achievement levels outlined in this document. The IEP box on
the student’s Provincial Report Card will not be checked, and no information on the provision of accommodations will be included.
Students Requiring Modified Expectations
In cooperative education courses, modified expectations for most students with special education needs will be based on the regular course expectations, with changes in the number and/or complexity of the expectations. Modified expectations must represent specific, realistic, observable, and measurable goals, and must 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. 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.
Modified expectations must indicate the knowledge and/or skills that the student is expected to demonstrate and that will be assessed in each reporting period (Special Education in Ontario, 2017, p. E27). Modified expectations should be expressed in such
a way that the student and parents can understand not only exactly what the student is expected to know or be able to demonstrate independently, but also the basis on which their performance will be evaluated, resulting in a grade or mark that is recorded on the Provincial Report Card. 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 (Special Education in Ontario, 2017, p. E28).
If a student requires modified expectations in cooperative education courses, assessment and evaluation of their 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 learning 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
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