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District
Curriculum
Accommodation Plan & Best Practices
Megan Leddy
What is the DCAP?
Background Info
MA state law requires each public school district to create and implement accommodations that are accessible to all learners
Whats the difference?
Accommodations-
how information is presented to students & how students demonstrate understanding
Accommodations vs Modifications
Modifications-
what information is presented to students & what students are expected to learn*
Most students on IEP's do not access a modified curriculum (sub separate)
Response To Intervention
How Interventions Are Approached
Providing all students with access to accommodations is part of an RTI. approach.
3 tiered system with increasing levels of intervention based on need
interventions for both academic & behavior concerns
first step to any approach is to look at the instruction rather than the student & provide LRE supports
Weston's DCAP
Accommodations for ALL students regardless of grade level
Accommodations
Middle School
1:1 Teacher Support
1
Available during X block & study halls (individual appointments by request)
Direct Support Program (DSP)
2
Academic support block as needed
Homework Club
3
Resources, Structures, & Support Services
Technology-based note taking
4
1:1 device program
And many more...
5
https://www.westonschools.org/wp-content/uploads/2017/02/Weston-DCAP-2018-2019.pdf
High School
Resources, Structures, & Support Services
Tutoring
The Enrichment Center
1:1 Teacher Support
Provided by National Honor Society
Accessible to any student all day
Students set up individual appointment
W block (Thursday Mornings)
Can drop in or be assigned there
Tutors receive NHS hours
Free Periods
Available to all students
One lead teacher & 2 learning assistant (each LA has a different background)
Department Office Hours are available to students
and many more... https://www.westonschools.org/wp-content/uploads/2017/02/Weston-DCAP-2018-2019.pdf
In The Classroom
What Should This Look Like?
-differentiated instruction
-backwards design
-preferential seating
-rubrics
-clear expectations
-visual supports
-motor breaks
-graphic organizers
-work exemplars
Homework
Homework
is not first time exposure to multiple new concepts
reasonable time limits
clear expectations
individual assignment does not take longer than ~30 min WMS, ~45 min WHS
homework is available through Google Classroom
reduced number of questions if needed
is not posted after the school day has ended
textbooks are available online
access to relevant notes/handouts
is not meant to be a "strech"; independent attainable work
students are provided opportunities to mark up & ask questions
utilization of relevant notes/handouts
Group Work
Group Work
Before
thoughtful group pairings & roles, previewing end goal, providing discussion questions, detailed rubrics, clear understanding of individual roles & step by step instructions
During
ensuring group is on task & focused on relevant details, check ins for understanding
multiple presentation options, grading individuals not just group, personalized feedback, retake opportunities
After
Assessments
Assessments
Presentation
Content
-has been laid out in study guide
-is structured in multiple formats when possible
-is careful to not rely on other skills (verb tense agreement, language-heavy)
-consistent with formatting from notes/handouts/study guide
- appropriate spacing
-appropriate setting
-directions clear and not simply implied
-
* all exemplars provided by Jody Salisbury
Consistency is key
Exemplars
- format
- timeline
- expectations
- images
- vocabulary
- resources
- font