The New Modifications: Final Post

 This is the final post in my mini-series on modifications. Although it's a bit sad to think my thinking will pause on this topic, I know I'll approach it again, and I'm excited to return to writing on other topics. Many different ones have taken center stage lately so there's lots to talk about! 

So far, the focus has been breaking down modifications and provide examples and strategies. For this post, I want to focus our energy on working with families and preparing them to implement the modifications their child needs. 

Families are often reluctant to trying modifications because (rightfully so) they do not feel prepared and trained. After all, it is our responsibility that they are provided and the student's IEP or 504 is followed. With our new learning environments in place, this has all changed drastically, and so our preparation must adjust. 

Consider hosting a general family session followed by individual sessions explaining what modifications are, which ones your district provides for general education students, and examples of others that might be in individualized plans. It is suggested however that individual cases and questions be handled during a private session with each family. Use follow-up sessions to expand on these details! Explain to families how a modification would be approached in class, how you are approaching it through remote learning. Then discuss how they can apply the modification at home. Emphasize that this reverts it back to in-person learning, and it might work more efficiently and quickly for their child if applied in person. This can increase their willingness to attempt modifying for their child. If possible demonstrate with another teacher during the session an example. I am fortunate enough to have a co-teacher that I can ask for assistance when needed to demonstrate. If you are not in this situation, ask another team member from your department or grade level to help you, or another entrusted teacher that works with your class and also has access to student IEP and 504 reports. If it is someone familiar, families will feel at ease with that teacher being in the session.  

Ask families which modifications they feel most and least confident about so you can budget time wisely when presenting. Provide the time to discuss with families that it might not feel like they are modifying work correctly, or they are spending the correct amount of time on modifications, and that this is natural! If possible, personalize it with a story (use pseudonyms) of a time when you were struggling to modify, or forgot your plan, etc. This humorous proof shows even teachers need reminders and to review them! The goal is to try! Allow families to share specific examples with their questions if they feel comfortable, but have hypothetical situations in your thinking toolbox to respect privacy of each student. 

If possible, provide individual family time directly after your presentation/discussion, so families are still focused. Often, if you end a session and ask families to join later, they will forget or have other obligations. Organizing small breakout rooms to meet with families during this time offers many possibilities of answering questions, taking a deeper dive into modifications, and raising confidence in family members that they can provide modifications to their child/children at home while learning. 

One of the best tips I've found is for them is to try them at home during time after school while practicing. This way, they do not feel the pressure of possibly being seen on camera while trying out a modification. They can begin to implement them during regular class hours when they are ready.

We have to work together as a team to help our students reach their full potential, receive the adjustments necessary, and achieve their learning goals. 

Final thoughts: Keep communicating with families as a whole group and individually, keep sharing the many different modifications and strategies to implement them at home, keep researching and trying new was to try applying the modifications virtually, and as always, keep the students in the forefront. They are our priority and why we work so hard. Their needs come first always...