Page 36 - The Ontario Curriculum, Grades 11 and 12: Mathematics, 2007

THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Mathematics
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 docu- ment Ontario Secondary Schools, Grades 9 to 12: Program and Diploma Requirements, 1999, the principal will determine whether achievement of the modified expectations consti- tutes 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 achieve- ment 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.
Modified expectations indicate the knowledge and/or skills the student is expected to demonstrate and have assessed in each reporting period (IEP Standards, 2000, pages 10
and 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 (IEP Standards, 2000, page 11).
If a student requires modified expectations in mathematics courses, assessment and eval- uation 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 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 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 rel- evant information on the student’s demonstrated learning of the modified expectations, as well as next steps for the student’s learning in the course.
PROGRAM CONSIDERATIONS FOR ENGLISH LANGUAGE LEARNERS
Young people whose first language is not English enter Ontario secondary schools with diverse linguistic and cultural backgrounds. Some English language learners may have experience of highly sophisticated educational systems, while others may have come from regions where access to formal schooling was limited. All of these students bring a rich array of background knowledge and experience to the classroom, and all teachers must share in the responsibility for their English-language development.
Teachers of mathematics must incorporate appropriate adaptations and strategies for instruction and assessment to facilitate the success of the English language learners in their classrooms. These adaptations and strategies include:
modification of some or all of the course expectations so that they are challenging but attainable for the learner at his or her present level of English proficiency, given the necessary support from the teacher;
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