For students who have IEPs and do receive letter grades, we make three changes on our Learning Map:

• We include the specific support or adaptation that students receive on the Learning Map.
• We focus the evidence of learning on talking with and observing learners rather than always requiring a product, such as a written task or an assignment.
• We reduce the number of Big Ideas that the student is focussing on.

For those students who have an iep and have a modified program (not working on the prescribed learning standards of the curriculum and so do not receive letter grades), we make the following changes:

We make the IEP goals students’ Big Ideas.

We omit step 5, as students who have an iep with a modified program do not receive letter grades. Instead, we describe growth and progress for each of the iep goals/individual Big Ideas on the Learning Map.

The most important point for us is that our students who have ieps also have Learning Maps – just like everyone else.