The mission of the Greenfield School System, in active partnership with the students, their families, individual citizens, and established groups within the community, is to educate students to meet the challenges and responsibilities of a rapidly changing and diverse world. To that end, the District supports the concepts that education must begin at a very early age, and provide an intensive, broad education program, emphasizing personal adaptability, critical thinking, individual and team problem-solving, a wide range of communication skills, service to society, and global understanding and responsibility. There is a commitment to use interdisciplinary, experiential learning activities and technological resources to support the District goals of high student achievement in safe, clean, orderly, child-centered schools.

Above all else, the District recognizes that every student is deserving of equal opportunities to maximize his or her potential, and each student is encouraged in the pursuit of excellence.

In order to achieve these goals, the District provides educational opportunities to meet the needs of the diversity of learning styles and levels within the student body. In addition, every effort is made to meet the students’ needs within the range of services offered within general education. The District has adopted the District Curriculum Accommodation Plan (DCAP), in accordance with Massachusetts General Laws, Ch. 71, Section 38Q1/2, to assist school leaders in planning and providing a general education program that is able to accommodate students’ diverse learning needs and avoid unnecessary referrals to special education.

This plan is designed to assist and support the regular education teacher in analyzing and accommodating the diverse learning styles of children within the general education classroom. The plan delineates appropriate services and supports within the general education program including direct and systematic instruction in reading, provision of services to address the needs of students whose behavior may interfere with their learning, provisions for teacher mentoring and collaboration, and plans for parent involvement.

In order to accommodate the diverse learning needs of students and avoid unnecessary referrals to special education, the DCAP will be an important part of the pre-referral process. It will be used when student issues are brought forward for collaborative discussion as part of the general education process to provide appropriate services and supports before a referral to special education is considered. Pupil Student Teams (PST) are used for this purpose at the elementary level, and Student Intervention Teams (SIT) address the issues at the secondary level. The school-based teams suggest strategies for accommodations, based on the CAP. After the suggested accommodations have been implemented for a prescribed period of time, the team will evaluate the effectiveness and decide if the student should be referred for special education evaluations or if additional strategies outlined in the CAP should be considered.

Principals, in their role as instructional leaders, the guidance department at the secondary level, and the District office of teaching, learning and accountability will take an active role in providing opportunities for quality education for all students. In addition, the guidance department at the secondary level and the behaviorists at the elementary level will help to design and evaluate behavioral interventions.

General Practices:

To ensure that all children can learn best, the District will:

Offer curriculum and instruction that is differentiated through a variety of accommodations such as flexible grouping, modified scheduling, adjusting the level of time and support, reduced student teacher ratios, direct instruction and using a variety of materials and instructional techniques
Offer support services for students that assist them with managing behavior, expressing feelings and needs, developing friendships, resolving conflicts, and making responsible choices
Maximize the use of technology as a tool to learning in the classroom
Use resources, including personnel, financial, faculty, time, flexibility, and programs to meet students needs and provide appropriate services from providers with specific expertise.
Ensure that students have the opportunity to demonstrate understanding and proficiency of the general curriculum in a variety of ways, i.e., Project-based learning and alternative assessment.
Support collaborative planning with individual students, team members, family, and relevant agencies.
Provide students with the opportunity to plan and prepare for life and high school, including career development, post secondary education, service, and daily living activities.
Assess students regularly in order to design and implement proactive and targeted interventions. This process should involve students in the development of plans and goals for improvement.
Involve families, community, and peers integrally in the design and implementation of a menu of educational services for all children.
Ensure that all students are instructed by highly skilled and qualified teachers that have high expectations for all students and are skilled in making accommodations.

We will use the following to enact the DCAP:

School Improvement Plans
District Plans
District Curriculum Guides and Materials
Professional Development Plans
Program of Studies
Title 1
ESL
Responsive Classroom
Program of Studies

Curriculum

Program of Studies
Early Childhood Program
Title 1
Remedial and Support Services
Assistive Technology
Technology Integration
Responsive Classroom
Reading Recovery

Academic Services

Student Success Plans
Special Education Service
Pre-referral Process
504 Accommodations
ESL Services
MCAS Academic Support Program

Template for Local Curriculum Action Plan

School: _______________ Year:

Strategies	Description
Assistance to general education classroom teachers to ensure that all efforts are made to accommodate all learning styles in the general curriculum.
Assistance to general education classroom teachers to ensure that all efforts are made to accommodate and analyze the needs of students whose behavior may interfere with learning.
To provide services through general education program to accommodate various students’ learning needs.
To promote socially responsible behavior for all students.
Review of local curriculum in relation to state and local learning standards.
Promote the use of community agencies and volunteers to assist students and teachers.

Examples of GPS
School Curriculum Accommodation Plans
2006-07

Green River Curriculum Accommodation Plan 2006-07
Strategies	Description
Assistance to general education classroom teachers to ensure that all efforts are made to accommodate all learning styles in the general curriculum.	Paraprofessional help in classrooms. Special Education teachers and Specialists (Psychologists, Speech, OT, PT), Title I, Behaviorist, Pupil Study Teams, Professional Development
Assistance to general education classroom teachers to ensure that all efforts are made to accommodate and analyze the needs of students whose behavior may interfere with learning	Behaviorist, Psychologist, Functional Behavioral Assessments, Behavior plans, Responsive Classroom training and implementation, Classroom/ All-School rules, Buddy teachers, School- wide steps to self-control, de-escalation training, Pupil Study Teams, Referrals to Service Net/Franklin, Contracting with students, Big Brothers/Sisters, therapy in school by outside providers
Provision of services through general education program to accommodate various students' learning needs	Co-planning/consultation among regular, Title, Special Ed teachers and specialists, ongoing assessments to drive instruction (DIBELS, GRADE, formative Saxon math data, Scott Foresman Reading Street unit assessments, District math benchmark tests (Nov/Jan/May), writing prompts, Reading Recovery, Reading Book Bags, Early Reading Intervention (ERI) K, Gr.1, My Sidewalks, Wilson, Recipe for Reading Literacy/Math coaches/coordinators, student success plans
Promotion of socially responsible behavior for all students	Responsive Classroom training and implementation, Classroom/ All-School rules, Buddy teachers, School- wide steps to self-control, All-school meetings, Peer Mediation program, Second Step, Steps to Respect
Review of local curriculum in relation to state and local learning standards	Professional development offered within District - Scott Foresman Math, Scott Foresman Reading, DIBELS training by HILL, Science, Responsive Classroom, Core Knowledge, Review and analysis of MCAS results, Grade Level Team Times by grade level at building and District levels, ½ hour daily by grade, progress monitoring with DIBELS (2x/mo/at risk; 1x/mo/some risk; 3x/yr/no risk)
Use of community agencies and volunteers to assist students and teachers	PTO, Library volunteers, Classroom Parent Volunteers, Counselors/advocates from agencies (MSPCC, ARC, Service Net), Nutrition (UMass), Artspace partnership with Creative Schools grant

Federal Street Curriculum Accommodation Plan 2006-07
Strategies	Description
Assistance to general education classroom teachers to ensure that all efforts are made to accommodate all learning styles in the general curriculum.	Title I Reading Recovery 504 Plans Upper elementary students working with primary level students Classroom aides Parent volunteers in classroom library assistance Individual Student Success Plans Peer assistance within classrooms
Assistance to general education classroom teachers to ensure that all efforts are made to accommodate and analyze the needs of students whose behavior may interfere with learning.	Behaviorist Buddy teachers De-escalation and Restraint training Pre-Referral Pupil Study Team Meetings Consultation available with Psychologist Friendship groups
To provide services through general education program to accommodate diverse learning styles and needs.	Pre-Referral Pupil Study Team Meetings Consultation available with psychologist physical therapist occupational therapist speech and language pathologist special education Title 1 teachers ELL teacher Professional development district wide building-based Classroom aides Parent volunteers Community volunteers Building aides Teacher Mentor Program Cross-grading options In-service teacher collaboration Teacher collaboration through district curriculum committee work Literacy Resources Book closet of leveled books and readers. DIBLES, GRADE assessments Weekly Library time for all classes District Math Coordinator FSS Literacy Coordinator Literacy Team Time Daily Building Team Meetings – common meeting time by grade level to discuss assessment data – mtgs. facilitated by Lit. Coord. Weekly District Team Meetings- mtgs. facilitated by Lit. Coord. Scott Foresman facilitator for Reading Street Program, available for modeling and consultation. After-School and Summer Options 21st CCLC school program (before and after and during the summer that provide a variety of experiences both academic and cultural for all children 21st CCLC homework assistance for grades 1-5.
To promote socially responsible behavior for all students.	Following Responsive Classroom principles Model RC principles at staff meetings and All School meetings Consistent language used and consistent expectations throughout the school. Peer Mediation program Second Step program
Review of local curriculum in relation to state and local learning standards.	Language Arts Instruction – research based programs Scott Foresman Reading Street program Scott Foresman Sidewalks and ELL companion programs John Collins Writing Program Read Naturally and Great Leaps Interventions Buddy reading between grades Direct reading instruction at all ability levels Mathematics Investigations Scott Foresman 2006 math program Science District wide standards based science created by teacher committee Hitchcock consultation available for all grade levels District committees representing all grades and schools Mathematics Science English Language Arts Evaluation Committee
Promote the use of community agencies and volunteers to assist students and teachers.	Open House PTO Family Fun Nights Book Fair School Fair Title I Bingo for Books Parent Conferences Phone Calls Report Cards School Council Parent Surveys Principal’s monthly newsletter Title I Report Cards Title I monthly communications Teacher newsletters Teacher voice mail and email Home School Compact Individual Grade Activities Grade 2 BBQ K –Space, China, Harvest Feast, Circus Grade 1 Author’s Tea Grade 5 Community Readers

Four Corners Curriculum Accommodation Plan 2006-07
Strategies	Description
Assistance to general education classroom teachers to ensure that all efforts are made to accommodate all learning styles in the general curriculum.	In district professional development offerings on learning styles Out of district workshops Collaborative professional development opportunities with colleagues in school and district Responsive Classroom training offered district wide New teacher mentoring program Professional Resources Literacy Team Team Time Specialists(psychologists, Speech, OT, PT, Title I, Behaviorist, Pupil Study Teams) Building Literacy Coordinators Scott Foresman Reading Scott Foresman Math
Assistance to general education classroom teachers to ensure that all efforts are made to accommodate and analyze the needs of students whose behavior may interfere with learning.	Behavior contract/charts Behaviorist intervention Peer Mediation program De-escalation training for all faculty Responsive Classroom training Partnership with Service Net, CFS and MSPCC to provide counseling for students in school Second Step Violence Prevention Plan Support Card Protocol Pupil Study Team Home/School Compact Four Corners Behavioral Expectations document Functional Behavioral Assessments Big Brothers/Sisters Program Steps to Respect Program Social Skills groups Buddy Classes Nonviolent Crisis Intervention Training Program Student Support Officer
To provide services through general education program to accommodate various students’ learning needs.	Reading Recovery Assessments to determine Reading/Literacy needs in September, January & Spring Reading across the curriculum Informal Assessments Pupil Study Teams Title I Reading/Writing Support/Math Writing Prompts “Push Groups” Building Paraprofessionals ELL Paraprofessionals in Kindergarten Technology Lab (Assistive Tech)Team Time Building Literacy Coordinator Assessments-DIBELS, GRADE, Scott Foresman Professional development by Hill Consultants District Math benchmarks ELL curriculum Read Naturally ERI, Foundations, Wilson, Sidewalks Differentiated instruction Homework support MCAS Support Program
To promote socially responsible behavior for all students.	Responsive Classroom Training for all faculty Partnership with Northeast Foundation Monthly themes taught in classrooms and celebrated at monthly assemblies Principal encourages faculty to collaborate and observe each other All faculty cohesive and consistent with students behavioral expectations in and out of the classroom Support Card procedure designed to hold students accountable for behavior Responsive Classroom structured recess & lunch Peer Mediators Parent Handbook Behaviorist intervention Student run meetings at All School Assemblies Second Step Violence Prevention Program Home/School Compact Learning buddies Parent/Teacher conferences Presenters at Responsive Classroom Seminar Summer 2006 for the Northeast Foundation for Children Steps to Respect District Responsive Classroom Team
Review of local curriculum in relation to state and local learning standards.	Central office and principals work with teachers regularly to review State learning standards and local curricula Technology Team Science Team Literacy Team MCAS analysis Report Card Task Force-District Professional Development in Scott Foresman, Math, Scott Foresman ELA, DIBELS training, HILL consultants Team Time-building by grade level Team Time-by district Building Literacy Coordinator Science Team Math Task Force ELL curriculum Professional observation ELL Procedures Manual John Collins Writing Training
Promote the use of community agencies and volunteers to assist students and teachers.	Senior volunteers to read with students Partnership with GHS and Stoneleigh Burnham and Eaglebrook where student volunteer & participate in activities Kiwanis partnership of Terrific Kids UMass Nutrition Extension Partnership with local colleges Greenfield Public Library Parent volunteers Northfield Mountain Partnership Franklin Medical Center Tours Coca Cola Partnership Fire Department-tours & visits PTO Pioneer Valley Symphony (Gr. 3 & 4) Big Brothers/Big Sisters Service Net partnership for counseling ELL internships with School of International learning in Brattleboro, VT. Collections for Troops, Survival Center, Warm the Children, Valentines Energy Park Partnerships Mediators-student trained Elks Dictionary project-Grade 3 Rotary Club partnership with books Grades 1-2 Community volunteers to speak about Moldovan culture Louise Richardson Scholarship for Franklin County Franklin County Technical School Health Project Stop & Shop School International Training interns University without Walls UMass interns

Greenfield High School Curriculum Accommodation Plan 2006-07
Strategies	Description
Assistance to general education classroom teachers to ensure that all efforts are made to accommodate all learning styles in the general curriculum.	IEP’s, Learning Center, PD Workshops, Inclusion Teachers, Psychologist, Translators
Assistance to general education classroom teachers to ensure that all efforts are made to accommodate and analyze the needs of students whose behavior may interfere with learning	Anger Management, CHINS, Inclusion Teachers, School Resource Officer, Team Meetings, Assistant Principal, Handbook, Mediation, Community Partnerships, School Psychologist, Schools Where Its At, Bereavement Group, Social Skills/Women’s Group
Provision of services through general education program to accommodate various students’ learning needs	ALANNA, 504 plans, AEP, Academic Course Offerings, Guidance Counselors, S.I.T. Meetings
Promotion of socially responsible behavior for all students	Community Service Learning Projects(Project Ignition), ALANNA, Handbook, AEP, Staff GHS, FCAC, UNITY, Co-curricular Activities, Mediation, School Nurse, Sports, Upward Bound
Review of local curriculum in relation to state and local learning standards	Benchmarking, Mapping, Director of Curriculum and Instruction, Graduation Requirements, MCAS, PSAT, SAT testing, Professional Development for staff
Use of community agencies and volunteers to assist students and teachers	Bridges program @ UMASS, Community Health Center, DYS, DSS, FCAC, Juvenile probation, Police Department, Service Net, Elks, Fire Department, Kiwanis, Lions Club, Alumni Association, and Mediation.

Greenfield Middle School Curriculum Accommodation Plan 2006-07
Strategies	Description
Assistance to general education classroom teachers to ensure that all efforts are made to accommodate all learning styles in the general curriculum.	Middle school adjustment counselors/guidance counselors meet periodically with team teachers to share educational histories and pertinent student information. GMS Sped Coordinator consults with teachers in the inclusion model, supporting students’ learning styles. Peer collaboration encouraged between grade levels to share successful practices from previous years. Frequent communication maintained between school and parents regarding progress of students. In turn, expect feedback and pertinent information on their child. Special Education teachers in consultation with general education teachers provide accelerated or re-teaching experiences. Individual consultation provided with specialist contracted by the district.
Assistance to general education classroom teachers to ensure that all efforts are made to accommodate and analyze the needs of students whose behavior may interfere with learning.	Responsive Design/Mediation/Special Group Meetings: Schedule annual de-escalation training for all faculty members. Work collaboratively with adjustment counselors/guidance counselors in the development of Behavioral Intervention Plans. Create behavioral contracts involving the student, parents, teachers, and administrators as needed. Regular sharing of educational histories as students enter and transition through the middle school.
To provide services through general education program to accommodate diverse learning styles and needs.	The following items are available: Pre-Referral Pupil Study Team Meetings Daily team meetings Heterogeneous/homogeneous groupings Consultation available with psychologist special education ELL teacher Professional development district wide building based Classroom aides parent volunteers community volunteers building aides Teacher Mentor Program Cross-grading options In-service teacher collaboration Teacher collaboration through district curriculum committee work Curriculum Coordinators After-School and Summer Options 21ST CCLC school program (before and after and during the summer that provide a variety of experiences both academic and cultural for all children 21st CCLC homework assistance for grades 6-8.
To promote socially responsible behavior for all students.	Following Responsive Design principles Model RD principles at staff meetings and All School meetings Consistent language used and consistent expectations throughout the school. Peer Mediation program Daily team meetings
Review of local curriculum in relation to state and local learning standards.	Language Arts Instruction – research based programs John Collins Writing Program Direct reading instruction at all ability levels Mathematics Scott Foresman 2006 math program Science. Hitchcock Center consultation available for all grade levels District committees representing all grades and schools Mathematics Science English Language Arts Evaluation Committee
Promote the use of community agencies and volunteers to assist students and teachers.	The following items are practiced at GMS: Open House PTO Family Fun Nights Book Fair Parent Conferences Phone Calls Report Cards School Council Parent Surveys Principal’s monthly newsletter Teacher newsletters Teacher voice mail and email
Become increasingly more proactive in involving parents in the educational decisions affecting their children. Inform parents of available services within the community.	PowerSchool access PowerGrade access Work in conjunction with the GMS PTO in scheduling seminars focused on “Parenting Issues of Middle School Students”. Create a school-based website and/or e-mail connection for the purpose of sharing school events, meetings. Give parents access to Powergrade to allow them to monitor their child’s grades in real time. Work with agencies such as: the Salvation Army, “Warm the Children,” and Cushman Fund to support children and families
Encourage collaboration among teachers above and beyond teacher mentoring.	Create a schedule of monthly “socials.” Invite speakers, view films, or discuss educational articles. Help facilitate peer observations for interested teachers.

Newton
Curriculum Accommodation Plan
2006-07
(excerpt)
Download entire CAP in PDF format.

Overview of Accommodations
Accommodations are changes in how a student access information and demonstrates learning. Accommodations do not substantially change the instructional level, content, or performance criteria. The changes are made in order to provide a student with equal access to learning and equal opportunity to show what he or she know and can do. Examples of accommodations can include changes to the following (PEAK Parent Resource Center):

Presentation and/or format and procedures
Instructional strategies
Time/scheduling
Environment
Equipment
Architecture
Test taken orally
Large print textbooks
Additional time to take test
A locker with an adapted lock
Weekly home-school communication tool, such as notebook, daily log book
Peer support for note taking
Lab sheets with highlighted instructions
Graph paper to assist in organizing and lining up math problems
Tape record lectures
Use of a computer for writing

Elementary Curriculum Accommodation
Classroom Characteristics Supporting Curriculum Accommodation for Regular Education Students:

Small class sizes
Standardized and other testing data – MCAS, MEPA, teacher administered assessments and assessment used to assess achievement and to inform instruction
Differentiated instruction
School-based professional development for teachers
Building literacy teams
District wide Kindergarten screening
Portfolio system for collecting designated student work and assessing progress over time (Pupil Progression Plan)
Curriculum and instructional activities that address varied learning styles

Student Support Personnel and Resource Staff Providing Specific Consulting/Support/Intervention in the Regular Education Setting:S

Behavioral Specialists: Behavioral interventions with students, management strategy support for teachers
Literacy Coach: Teacher consultation for curriculum modification, screening and informal and formal assessment, direct service to groups or individual students, demonstration classes, co-taught classes.
Speech/Language Pathologist and OT/PT Specialists: Teacher consultation, classroom observations of students, informal screening, parent/home consult.
Librarian: Consultation with teachers regarding resources, support for enrichment/research
School Nurses: Consultation to staff, communication and consultation with parents, direct service to individual students and staff, vision and hearing screening. Serve on PST Team as needed, develop and manage a health care plan.
School Psychologist: Teacher consultation and support to teachers, parents, and students on academic, behavioral or social issues; formal evaluations, staff training
ELL Resource Teacher: Teacher consultation for curriculum accommodation, screening and informal and formal assessment, direct service to groups or individual students, demonstration classes, co-taught classes.
Principal: Articulation and modeling of vision and principles, supervision and evaluation of staff, fostering of accommodation philosophy, facilitating staff; collaboration and communication.
Therapists (outside agencies): Teacher consultations, observation of students

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District Improvement Plan-Appendix 4: District Curriculum Accommodation Plan (DCAP)

Template for Local Curriculum Action Plan

School: _____________________ Year:______

Examples of GPS School Curriculum Accommodation Plans 2006-07

Green River Curriculum Accommodation Plan 2006-07

District Improvement Plan-Appendix 4:
District Curriculum Accommodation Plan (DCAP)

School: _______________ Year:

Examples of GPS
School Curriculum Accommodation Plans
2006-07

Green River
Curriculum Accommodation Plan
2006-07