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Curriculum Modification: Supporting Student Success
Some students require a personalized approach to learning that differs from the regular provincial curriculum. In these cases, educators may implement curriculum modifications or develop individualized programming, which involves modifying or removing specific provincial learning outcomes. These practices are intended to provide appropriate educational programming that aligns with the student’s strengths, needs, and goals, supporting their meaningful participation and success in school.
This page provides guidance for educators on how to plan effective programs for students who benefit from curriculum modification.
“While the provincial curriculum is appropriate educational programming for most students, some students have intellectual developmental disorders or intellectual deficits that prevent them from accessing some or all of the provincial curriculum. Within Manitoba Education and Early Childhood Learning’s philosophy of inclusion, two instructional supports, modification and individualized programming, provide students with intellectual developmental disorder access to educational benefits, supporting meaningful involvement in the school community and promoting enhanced student well-being.”
— Supporting Inclusion, Modification and Individualized Programming in Manitoba Schools, Manitoba Education and Early Childhood Learning, 2023 🔗
What is Curriculum Modification?
Definition
Curriculum modification is an instructional support that provides access to education for students with intellectual deficits who cannot meet standard curricular expectations - even with support.
Purpose
Unlike adaptations, modifications change the number, essence, or content of grade-level expected learning outcomes (ELOs) for a specific subject (Grades K–8) or course (Grades 9–12), so the learning goals match the student’s strengths, needs, and future plans.
Implementation
Modification is for individual subjects/courses, not the whole program.
It's documented in a Curriculum Modification Plan (CMP) each year.
Supports participation, belonging, and well-being for all learners.
Manitoba's Approach
Regulatory Framework
Anchored in Manitoba's Appropriate Educational Programming Regulation (155/05) under the Public Schools Act.
Human Rights Compliance
Programming must align with the Canadian Charter of Rightes and Freedoms and MAnitoba Human Rights Code.
Inclusive Policy Mandate
Schools are mandated to provide educational programming that accommodates diverse student needs.
Who is Curriculum Modification For?
Eligibility
  • The student must meet Criterion A for an Intellectual Developmental Disorder (IDD) diagnosis, as determined by a qualified healthcare practitioner.
  • The intellectual deficit must prevent achievement of enough learning outcomes, even with adaptations.
  • Is only considered when a student requires learning goals that are substantially different from grade-level expectations and cannot attain a basic understanding (1) or passing grade (50%), even with considerable ongoing adult support.
Not for
  • Students with other disabilities, such as autism, dyslexia or ADHD.
  • Students who can engage with grade level learning outcomes with support and adaptations.
  • Students who need fully individualized programming (these students have an IEP instead).
How Does Modification Work?
1
1
Assessment
Team reviews strengths, needs, and data.
2
2
Team Planning
Family, student (if appropriate), teachers, and specialists discuss need for each subject/course.
3
3
Decision
  • Retain outcomes that are achievable.
  • Change outcomes for relevance or accessibility.
  • Delete outcomes that aren't suitable.
4
4
CMP Documentation
All modifications listed in the Curriculum Modification Plan (CMP).
5
5
Implementation
Teacher uses the CMP for instruction and assessment.
6
6
Annual Review
Plan updated at least yearly.
Adaptation vs. Modification
Student-Specific Planning Teams
The student-specific planning process is led by a core team—including the student, parents, and teachers—who work together to set goals and monitor progress using curriculum knowledge and classroom assessments.
Core Team Composition
Includes student, parents/guardians, classroom teacher(s), principal, and clinicians or specialists.
Role of the Case Manager
Coordinates meetings, oversees documentation, and ensures implementtion of the CMP.
Collaborative Decision-Making
Shared analysis of assessments, curriculum goals, and instructional supports to shape effective plans.
Documentation & Reporting
According to Manitoba’s Standards for Appropriate Educational Programming (2022), a Student-Specific Plan (SSP) is a written document developed by a team to address a student’s unique learning needs. It serves as a planning, record-keeping, and communication tool, tailored for each individual student. Students with curriculum modification must have a Curriclum Modification Plan (CMP)
CMP (Curriculum Modification Plan)
Identifies retained, changed, or deleted learning outcomes based on student capacity and future goals.
Assessment
Student is measured against the CMP, not the full curriculum. CMP informs classroom routines, strategies and materials to ensure consistency and integration
Reporting
  • K–8: IEP box checked on report card if subject is modified.
  • 9–12: "M" (Modified) in course code.
Provincial Assessments
  • K–8: Students with modification write provincial assessments.
  • 9–12: Students do not write exams for modified courses.
Curriculum Modification Plan (CMP) and Tools
School divisions use a variety of tools and templates when developing Student-Specific Plans (SSPs). Many divisions, for example, use built-in templates in PowerSchool. Manitoba Education and Childhood Learning also provides CMP templates organized by grade level. Teachers should consult with their Student Services Administrators to determine which template and tool to use. Below are the tools provided by Manitoba Education and Childhood Learning:
Implementing the CMP in Classrooms
Bringing Plans to Life Through Intructional Practice
Universal Design for Learning (UDL)
Provide multiple means of engagement, representation, and expression to support all learners.
Differentiated Instruction
Modify process, content, and product to reflect student interests and readiness
Daily Plan Integration
CMP guides lesson design, routines, and materials used for students on curriculum modifications.
Graduation & Transition
As students approach graduation, transition planning helps them prepare for life after high school by connecting them to supports from provincial agencies and health authorities. This process is especially important for students with intellectual disability. Effective transition planning ensures students and their families have timely access to adult supports and services.
Early Planning
Transition planning starts early in high school
Student-Centered
Involves the student, family, and support team
Credit Accumulation
Earning at least 30 credits (including modified courses)
Diploma
Students may graduate with a regular diploma
More Resources
Access provincial resources by clicking the links below:
Need More Help?
Contact your school’s resource teacher or principal for guidance on curriculum modification, eligibility, or planning.