District Curriculum Accommodation Plan by Plymouth Public Schools

TABLE OF CONTENTS District Curriculum Accommodation Plan Overview

3-5

General Education Services & Support

6-9

Family & Community

Teacher & Staff

Student

Academic Structures & District Resources

Accommodations & Instructional Strategies

10 - 21

Organizational Strategies

Assignments & Assessments

Instructional Strategies

Literacy

Mathematics

Fine Motor/Visual Motor Integration & Visual Processing

Social/Emotional

Motivational

Behavioral

Attentional

School Response Protocols

22 - 24

DCAP OVERVIEW

What is a DCAP? A District Curriculum Accommodation Plan (DCAP) is a requirement of districts by Massachusetts General Law. Language directly from the law is below. Massachusetts General Laws, Chapter 71, section 38Q1/2 “A school district shall adopt and implement a curriculum accommodation plan to assist principals in ensuring that all efforts have been made to meet the students’ needs in regular education. The plan shall be designed to assist the regular classroom teacher in analyzing and accommodating diverse learning styles of all children in the regular classroom and in providing appropriate services and support within the regular education programming, including, but not limited to, direct and systematic instruction in reading and provision of services to address the needs of children whose behavior may interfere with learning, or who do not qualify for special education services under chapter 71B. The curriculum accommodation plan shall include provisions encouraging teacher mentoring and collaboration and parental involvement.” School Councils and District Accommodation Plan, Ch. 71, Section 59C - Amended “The school council, including the school principal, shall meet regularly and shall assist in the identification of the educational needs of all students attending the school, shall make recommendations to the principal for the development, implementation and assessment of the Curriculum Accommodation Plan required pursuant to Section 38Q1/2, shall assist in the review of the annual school budget and in the formulation of a School Improvement Plan.”

What is the purpose of the DCAP? To assist general education teachers in analyzing, assessing, and accommodating diverse learners within the classroom. To identify services, supports, and instructional delivery options available within general education settings. To document instructional interventions available for learners. To provide a list of accommodations as a resource to meet the needs of a variety of learners.

DCAP OVERVIEW

Why is it important for a district to have a DCAP? The DCAP is a resource to identify instructional strategies and/or accommodations that can be provided to all students in the general education classroom. The DCAP is a reference and resource to school staff, as well as for parents, to see the wide range of supports that their students can receive within the general education setting. The DCAP clarifies the difference between classroom accommodations that can be provided to students and those more significant accommodations and modifications to the curriculum that require an IEP or 504 plan.

How do students gain access to the supports, interventions, and accommodations noted within the DCAP? All staff may provide individual accommodations to students on an as-needed basis and specific to the content or situation. This document includes curriculum accommodations for elementary, middle, and high school. The DCAP includes suggestions for instructional strategies and interventions for academic, social-emotional, and/or behavioral concerns. While it lists best practices, sample strategies and other actions from which the teachers/collaborating staff may select for appropriate accommodations for individual students, in no way does the DCAP limit the accommodations that staff may choose to implement in order to meet a student’s needs. Building-based data teams, child study teams, and other student support teams meet on a regular basis and provide general education teachers the opportunity to collaborate to find accommodations and multi-tiered interventions to meet the needs of students. Consultation with specialists who can provide important information and expertise to the general education teacher are a common part of the process.

DCAP OVERVIEW Multi-Tiered System of Support (MTSS) The Plymouth Public Schools utilize the Massachusetts Tiered System of Support (MTSS) to analyze and monitor student learning. According to the Every Student Succeeds Act (ESSA, 2015), a multitiered system of support is “a comprehensive continuum of evidence-based, systemic practices to support a rapid response to students’ needs, with regular observation to facilitate data-based instructional decision-making.” The current MTSS model in Massachusetts more explicitly focuses on equitable access and universal design for learning (UDL) and fully integrates social emotional and behavioral supports with academic supports (Lane, Oakes, Cantwell, & Royer, 2016).

GENERAL EDUCATION SERVICES & SUPPORT Family & Community Support Services

Promotes the learning and growth of all students through effective partnerships with families, caregivers, community members and organizations. School Councils Parent Teacher Organization (PTO) Curriculum Nights/Open Houses Parent/Teacher Conferences Special Education Parent Advisory Council (SEPAC) English Learner Parent Advisory Council (ELPAC) Parent Information Nights for transitions grades (K, Gr 6, Gr 9) Plymouth Family Resource Center Plymouth Family Network (PFN) Truancy and Attendance Support Translation and Interpretation Services School Resource Officers Before and After School Programs (YMCA) Mental Health Referrals and Partnerships Digital Communication and Social Media Platforms District and individual school web pages and newsletters Teacher/classroom based communications Parent Surveys Standards-based Report Cards (Elementary) Report Cards & Progress Reports (Middle & High School) District Committees (Diversity, Safety, Wellness, Plymouth Youth Development Collaborative, etc.) Family Resource Guide

GENERAL EDUCATION SERVICES & SUPPORT Teacher and Staff Support Structures Support for teachers such as professional development that will help them analyze and accommodate various students learning needs and support teacher collaboration.

New Teacher Induction and Mentoring Program District, School Based, and Teacher Selected Professional Development Building-based Support Teams and Data Teams Grade-Level and Department Meetings Professional Learning Communities (PLCs) Faculty Meetings Diagnostic screenings Common Assessments/Common Measures Teacher Evaluation and Goal-Setting Process RETELL trainings Opportunities for peer observation Common Planning Time Opportunities K-12 Curriculum Coordinators and Directors K-8 Literacy and Math Instructional Coaches HS Department Chairs District Diversity, Equity, Inclusion (DEI) Coordinator District Bilingual Family Engagement Liaison District Family and Community Engagement Specialist English Language Learner Teachers Social-Emotional support staff: (Adjustment/Guidance Counselors/School Psychologists/District BCBAs) Technology Integration Specialists School Resource Officers School Nurses Consulting Teachers of Literacy ESL Teachers

GENERAL EDUCATION SERVICES & SUPPORT Student Support Structures

Support structures that are available to students through general education, including academic, social-emotional and behavioral supports.

Behavior Intervention Plans School Counseling Services (adjustment and guidance counselors, and/or school psychologists) Social Emotional Learning Building-based Support Teams Peer Tutoring Extracurricular and/or Enrichment opportunities School-wide Behavioral Incentive Systems (Elementary) High School Advisory Program Middle School Planning Centers Access to technology across all grade levels, 1:1 Technology (Grades 6-12) Differentiated Instruction Small Group Instruction Tiered behavioral, social-emotional, and academic interventions Before/After School Support

GENERAL EDUCATION SERVICES & SUPPORT Academic Structures and District Resources

Systems, structures, and curriculum tools to support direct and systematic instruction in literacy and other curriculum areas for all students.

Access to technology and digital learning platforms Workshop model of instruction for literacy and math Tier 2 Literacy Instruction Emphasis on student choice when selecting literature Differentiated Instruction One School, One Book (Elementary) Inquiry Design Model for Social Studies Instruction Public Speaking Instruction: Poise, Voice, Life, Eye Contact, Gesture (PVLEGS) Inquiry Based Science Common Writing Prompts and Rubrics District Literacy Assessments District Math Assessments Renaissance Lalilo and Freckle Leveled Literacy Intervention Sheltered English Immersion Health and Wellness Instruction Visual and Performing Arts Opportunities Culturally Responsive Instruction Restorative Justice and Progressive Discipline

OVERVIEW OF ACCOMMODATIONS Accommodations & Instructional Strategies Four Key Categories of Accommodations Accommodations are ways to assist students in accessing the curriculum more effectively. Accommodations are provided within the general education classroom and may be available to any/all students. Such changes are made to provide a student with equal access to learning along with an equal opportunity to be able to show what he/she knows or can do. For many, the suggested list of accommodations would simply be thought of as best educational practices. Accommodations typically fall under four key categories.

Setting (location) Examples include: small group, preferential seating, quiet locations, etc. Presentation (how the teacher shares information) Examples include: visuals provided for verbal information, preview/repeat, provide models, etc. Timing (any consideration of time within the learning) Examples include: time of day, length of time, extended time for assignments, “chunking” into smaller parts, planning for time with students, etc. Response (how the student responds back to show understanding) Examples include: use of graphic organizers, alternative writing utensils, access to keyboarding, limit number of repeat question types, etc.

Accommodations do not change the instructional level or content, delivery of instruction, or performance criteria. These latter changes are called modifications or “specially designed instruction” and those are only appropriate for students on an Individualized Education Program (IEP).

OVERVIEW OF ACCOMMODATIONS

ACCOMMODATIONS & INSTRUCTIONAL STRATEGIES Assist Students in Accessing the Core Curriculum The following is a list of strategies and accommodations that support access to the core curriculum. This list is not intended to be exhaustive but rather highlights possibilities.

Organizational Strategies Communicate lesson agenda and objectives (visual and auditory) Use a daily student agenda book Provide an established daily routine Use a clear homework recording system/teacher check-ins Support/guide the organization of a notebook or binder Create checklists for students Allow students to access electronic classroom resources Provide clear and consistent instructions and expectations Use multiple modalities when teaching Break assignments into small, clear steps Number/order steps for task completion with due dates for each step (chunking) Provide templates and models (exemplars) Utilize and teach color-coding Provide a specific location for turning in assignments, getting materials, etc.

ACCOMMODATIONS & INSTRUCTIONAL STRATEGIES Assist Students in Accessing the Core Curriculum

Assignments & Assessments Provide study guides Preview test vocabulary/concepts Allow for extended time on tests or assignments when appropriate Provide examples of proficient work (exemplars) Provide quiet testing environment Clarify test directions Differentiate assessments and/or provide alternative assessment options Teach test-taking/study strategies and provide practice Minimize use of timed tests Provide a variety of question types Use word banks Break tasks into smaller units or chunks Use rubrics to provide clear expectations for student output Review expectations for homework and start homework assignments together in class Assign tasks and assignments at appropriate reading level Use sentence stems Provide Reference tools (formula worksheets, graphic organizers, calculator, word processor) Vary length of assignment(s)

ACCOMMODATIONS & INSTRUCTIONAL STRATEGIES Assist Students in Accessing the Core Curriculum

Instructional Strategies Present information in multiple ways Utilize hands-on learning activities Include transition cues Provide wait time for responding to questions or formulating discussion thoughts Highlight key words or phrases on printed worksheets or projected documents Use technology to assist instruction Record lectures/discussion for replay Provide access to copies of notes, presentations, etc. Provide models and templates or graphic organizers Preview, repeat or re-teach key concepts Frequently check for understanding Build background knowledge within lessons Teach new vocabulary/review previously taught vocabulary Use concrete examples of concepts before teaching the abstract Reduce the number of new concepts presented at one time Limit teacher talk time Monitor the rate at which material is presented Vary instructional groupings throughout lesson (whole class, small group, partner, individual) Build into lessons opportunities for students to process new information (written, peer discussion etc.) Monitor student’s comprehension of language used during instruction Use the gradual release model Provide alternative seating Use timer for transitions Utilize formative assessment strategies to inform instruction (ie. exit ticket)

ACCOMMODATIONS & INSTRUCTIONAL STRATEGIES Assist Students in Accessing the Core Curriculum

Literacy Provide alternative vocabulary to often “overused” words (word lists, thesaurus) Assign writing topics/research projects that are relevant and motivating to the individual student Directly teach/model the writing process including: Prewriting (brainstorming, semantic mapping, diagramming) Drafting Revising/Editing (utilizing peer and teacher feedback to review piece) Publishing (sharing out of final work with an audience beyond the teacher) Provide models and samples of written work for reference Provide resources/visuals to support proper use of mechanics Use pre-reading strategies (class discussions, brainstorm, predictions, clarify purpose for reading text, create story outline or overview) Teach comprehension and word attack strategies explicitly and utilize visual aids to reinforce their use Support students making text-to-text, text-to-self, and text-to-world connections Provide accessibility of tools, exemplars, and models Use and provide familiar formats/structures and graphic organizers in student-friendly language Provide strong models and anchor charts in student-friendly language Provide a range of technology tools for composing and presenting Provide checklists and rubrics for reading and writing tasks in student-friendly language Allow for multiple methods to show comprehension (writing, orally, visual, etc.) Teach use of text features and text structures to support reading comprehension (graphics, tables, etc.) Incorporate teacher read-alouds/think alouds to model fluency and internal thought processes for comprehension and inference Provide opportunities for partner reading and independent reading Use anchor/mentor texts for modeling Teach discussion skills (strategies for accountable talk) Have students read chorally with a teacher and other students to model and practice fluency Provide students with agency and choice when selecting reading material and selecting topics to study Encourage families to support students by encouraging and modeling a reading life Offer community engagement events which celebrate student reading and writing projects Provide specific and on-going feedback to students in order to improve their writing (conferencing) Encourage students to practice their writing orally so they can listen to their organization and word choice Provide multiple opportunities for students to share and process ideas orally with a partner, small group, and teacher

ACCOMMODATIONS & INSTRUCTIONAL STRATEGIES Assist Students in Accessing the Core Curriculum

Mathematics Allow students to use calculator, number lines, multiplication tables, or reference sheets Access to hands-on manipulatives during classwork and assessments Teach problem solving strategies and encourage their use (including look for a pattern, construct a table, make an organized list, act it out, draw a picture, use manipulatives, guess and check, work backwards, write an equation, solve a simpler/similar problem first, make a model, and eliminate possibilities) Relate instruction/concepts to real world application Utilize fluid, cooperative groups to enhance math conversation Provide sample problems Reduce the number of similar problems assigned Access to graph paper or lined paper held vertically Teach math thinking skills through student discourse and modeling Use of math notebooks for students to add reference material and use throughout the year as a resource Provide one-on-one and small group instruction as needed Visual aids – like anchor charts or step-by-step directions Provide a copy of class notes and problems Introduce graphic organizers or concept maps to organize new knowledge Pre-teach key vocabulary and concepts Use math discourse moves to encourage communication and build confidence Plan breaks in lesson to check for understanding (ie. exit ticket) Give directions both orally and in writing Simplify wording of directions Orally read all word problems Provide extra workspace or large print Allow oral responses or use of speech-to-text technology Rubrics to provide specific feedback Math software/apps to provide extra practice Extended time Break assignments into chunks or offer paper to cover additional questions to reduce visual overwhelm Frequently check-in on student progress during independent work Allow use of alternative writing tools – dry erase, slant boards, etc. Offer sentence stems or frames for written explanations Provide one problem at a time using tools like Google Slides or task cards Provide checklist for reviewing work before turning it in Give prior notice for assessments

ACCOMMODATIONS & INSTRUCTIONAL STRATEGIES Assist Students in Accessing the Core Curriculum

Fine Motor/Visual Motor Integration & Visual Processing Reduce copying from text and board; provide copies of notes Let student give answers orally instead of writing (Text-to-Speech) Avoid pressures of speed and accuracy Accept key word responses instead of complete sentences Allow for use of a variety of writing utensils, broken crayons, pencil grips, etc Provide guide letters, words or sentences for students to practice Use larger-spaced, larger-lined paper Increase white space or provide graph paper for math work Place a green dot on the left side of the paper indicating where to begin Provide paper with clear margins to indicate where students begin and end writing on each line Provide use of a slant board (can use a binder) Use of technology (word processing) for writing Keep written assignments and workspace free from extraneous and/or irrelevant distractions Go over visual task with student and make sure student has a clear understanding of all parts of the assignment from the beginning Provide students one page to complete at a time rather than a comprehensive packet of papers Avoid crowded, cluttered worksheets and testing materials by utilizing techniques such as blocking (blocking assignments into smaller segments), cutting or folding worksheets into sections, and highlighting, color coding, or underlining

ACCOMMODATIONS & INSTRUCTIONAL STRATEGIES Assist Students in Accessing the Core Curriculum

Social/Emotional Allow student to access counselor/support staff when needed Monitor levels of tolerance and be mindful of signs of frustration Communicate changes in routine (schedule and staff) ahead of time when possible Thoughtfully group students with appropriate peers Provide structured conversation prompts Prepare students prior to call on them in class Approach students with “How can I help?” rather than making assumptions about what they need Use de-escalation strategies (let student cool down, then connect with them after they’re calm) Use “I notice…” statements Pre-teach social cues and expected social behaviors Empower strong social students to communicate to those that have a higher level of need in the area Teach stronger peers how to speak up respectfully Integrate the instruction of social emotional skills, explicit teaching of skills Provide breaks as needed, including in-class movement breaks Provide wait time

ACCOMMODATIONS & INSTRUCTIONAL STRATEGIES Assist Students in Accessing the Core Curriculum Motivational Determine student interests and learning styles and then design flexible activities accordingly Provide the student with formative feedback within the classroom Provide a classroom job/responsibility/opportunity to be a role model or leader Identifying a familiar adult/space where the child can go to act as a “helper” Provide the student with choices Praise the expected behavior Give an individualized cue to begin work for reluctant starters Check on the progress in the first few minutes of work Provide time suggestions for task completion Utilize a work/earn system to build stamina with task completion

Behavioral Define clear expectations and consistently enforce them Explicitly teach expected behaviors, routines, and procedures of the classroom Develop and follow behavior plan/contract with students, collaborate with the student to determine contract requirements, and use positive incentives for completion Create behavioral expectations as a class/school and post visuals Align and/or tie-in classroom incentives to whole school PBIS initiatives Preferential seating (close to instruction, away from distractions, etc.) Frequent communication with parents Avoid the use of confrontational techniques/avoid power-struggles Check-in/Check-out with identified staff member Teacher movement/circulate around the learning space Incorporate breaks (movement, sensory, task demand, etc.) Identify a familiar adult/space where the child can go to cool down or designate a “cooling off” location within the classroom Withhold attention or responses to minor attention-seeking behaviors Respect privacy of individual students (speak privately, without an audience of peers to student about inappropriate behavior) Use declarative language (“I notice everybody is lining up”) rather than imperative language (“Go line up with your class.”)

ACCOMMODATIONS & INSTRUCTIONAL STRATEGIES Assist Students in Accessing the Core Curriculum

Attentional Ask students to repeat directions or explain directions in their own words Provide frequent opportunities to check for understanding Plan varied activities during class period including at least one that allows for movement Give directions and information verbally and in writing Activate prior knowledge and establish relevancy and purpose for learning Use preferential seating (consider individual child preference for optimal learning) Use alternate seating (exercise balls, stand up desks, wiggle chairs) and/or access to alternative work area ((corral, individual desk away from distractions, etc.) Provide or let students use ear plugs or muffling headphones for students who are sensitive to or distracted by noise Help keep student work area free of unnecessary materials Frequently check for understanding and monitor assignment progress/completion Give advance warning when a transition is going to take place Prioritize assignments and/or steps to completing the assignment Use physical proximity and nonverbal cues to help students refocus Preview and review key concepts of lesson Provide positive feedback Provide access to fidgets, sensory tools, seat cushions, etc. Provide checklists for task completion Provide organizational strategies for student desks and notebooks Use visual timers Identify appropriate stopping places during independent work Allow and proactively schedule motor breaks during lengthier work periods

ACCOMMODATIONS & INSTRUCTIONAL STRATEGIES Assist Students in Accessing the Core Curriculum

SCHOOL RESPONSE PROTOCOL How do schools/staff respond when a student requires support? Additional Support Strategies If data shows that a student requires additional support in order to make progress in the general education classroom, accommodations, instructional strategies or interventions outlined in the District Curriculum Accommodation Plan (DCAP) should be implemented. If a student continues to not make progress despite interventions being consistently implemented, the student will be referred to a building-based child study or student support team.

The child study/student support team is a problem-solving team. It provides a forum for a staff member to identify observable/measurable concerns and implement new instructional strategies or approaches– whether to assist with academic, social-emotional or behavioral issues. The purpose of these teams is not to determine whether the student has a suspected disability or needs to be evaluated. The team recommends strategies, classroom accommodations and/or interventions that might better suit the student’s learning style. When there is little or no improvement in the area of concern, other avenues might be explored. In this case, it is standard practice to review the fidelity of strategies used and investigate the use of new/alternate strategies, and revisit the case after a period of implementation and monitoring. The district follows Child Find obligations and if the team suspects the presence of a disability, or if there is a lack of progress by the student after implementation of researchbased interventions, the team may make a recommendation to propose a special education evaluation for a student in the area of suspected disability. This recommendation is not to be made lightly, and the process will be discussed with parent/guardian prior to any referral being made.

SCHOOL RESPONSE PROTOCOL Progress Monitoring

Using Progress Monitoring for Instructional Decision-Making Is the current intervention meeting the student’s targeted needs to reduce skills discrepancies and facilitate gradelevel achievement?

If progress monitoring data show that a students progress is not growing at an adequate rate, check the following related areas:

Does the student show patterns that are consistent with a suspected specific learning disability, including dyslexia?

Progress monitoring data are one form of information that can reveal if a student displays:

Confirm that the intervention is appropriate to address the student’s weaknesses, leverages their strengths, and is implemented with fidelity Adjust the intensity of the intervention Adjust the instruction group

A pattern of difficulty that persists beyond age expectations A pattern of difficulty across settings A pattern of difficulty that is not solely the result of cultural, linguistic, or socioeconomic differences A pattern of difficulty that continues despite instructional support activities