District Curriculum Accommodation Plan (DCAP)

98 Pages·2017·0.83 MB·English

by  Melissa Bullock

MILFORD PUBLIC SCHOOLS

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District Curriculum Accommodation Plan (DCAP)

A Resource Guide for Teachers, Administrators, Student Support Services Personnel, and
Families to Meet the Needs of all Learners of the Milford Public Schools
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Version 1.4
June 22, 2017
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Acknowledgements
The completion of this document was achieved as a result of the efforts of the educators listed below:
COORDINATORS
Dr. Kevin McIntyre, Superintendent of Schools
Jenn Noorjanian, EL Program Director
Emily Abbondanza-Luuri, School Psychologist

CONTRIBUTORS
Rachel Driscoll, Assistant to the Principal
Seth Wood, Assistant to the Principal
Pattie Kelley, Reading Teacher/Title I Director
Janet Morganelli, School Psychologist
Sylvia Fitzgerald, K-2 EL Teacher
Stevany Matthews, 3-4 EL Teacher/EL CTL K-5
Heidi Squadrito, Math Intervention Teacher

REVIEWERS
Jenn Noorjanian, EL Program Director
Emily Abbondanza-Luuri, School Psychologist

SPECIAL THANKS
Jen Cutler, Adjustment Counselor
Maria David, Adjustment Counselor
Kelly True, Reading Specialist
Lisa Kingkade, Assistant to the Principal

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Table of Contents

Introduction, Mission, and Core Values ……………….…………………………………….……………………………... Page 4

Elementary (PreK-5) Characteristics and Structures Supporting Curriculum Accommodations …..
Page 5

Secondary (6-12) Characteristics and Structures Supporting Curriculum Accommodations …....… Page 6

Milford Public Schools Personnel Resources ………………………………………………………………….……… Page 7-
13

Professional Development and Learning …………………………………………..………………………………….…. Page 14

Family & Community Engagement …………………………………………………………………………………….…..…. Page 15

Accommodations & Teaching Strategies (PreK-12) ……………….…………………………………....………… Page 16-
19

Appendices
Appendix A: The Massachusetts General Law related to DCAP ……………..………………….…… Page 20
Appendix B: Glossary of Terms ………………………………………………………………………………………… Page
21-22
Appendix C: Teacher Collaboration Time (TCT) Team-based Tier I District Documents …….Page 23-34
Appendix D: TCT Student Problem Solving Form Exemplar ……………………………………………… Page 35-37
Appendix E: Student Records Log …………………………………………………….……………………………. Page 38-39
Appendix F: Building-based Tier II District Documents …………………….………………………….…. Page 40-54
Appendix G: Student/Teacher Assistance Resource Team (START) Documents ……………….. Page 55-62
Appendix H: Teacher Notification of Student TCT/START Records ……………………………………Page 63-64
Appendix I: PreK DCAP Paperwork ………………………………………………………………………………… Pages 65-95

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Introduction

What is a District Curriculum Accommodation Plan (DCAP)?

Each school district in the Commonwealth of Massachusetts is required to develop a DCAP to assist
school leaders and teachers in planning and providing a general education program that is able to
accommodate students’ diverse learning needs while simultaneously fostering students’ individual
cognitive, physical, linguistic, social, and emotional development.

The implementation of a DCAP assists principals, educators, and parent/guardian(s) in ensuring that
all efforts have been made to meet students’ needs in the general education setting. The plan assists
the general education classroom teacher in analyzing students’ needs and accommodating diverse
learning styles of all children. By providing appropriate service(s) and support(s) within the general
education program including, but not limited to, direct and systematic instruction in reading, math,
English language development, behavioral plans, and a provision of services, students’ needs that
may interfere with learning can be addressed in a timely manner within the general education setting.
The DCAP also encourages teacher mentoring, department and/or teacher collaboration time (TCT),
and parental/guardian and community involvement in order to plan and implement the best
educational practices for students.

Milford Public Schools’ Mission and Main Objectives for the District Curriculum Accommodation Plan

The mission and the main objectives for the District Curriculum Accommodation Plan include:
● To support general educators in assessing, analyzing, and accommodating diverse learners;
● To increase instructional delivery options available within general education settings;
● To recommend instructional interventions for struggling learners;
● To provide a list of resources available to teachers and parent/guardians in the areas of student
support, mentoring, and professional development; and
● To engage parents/guardians in their child’s learning process.

Core Values for the District Curriculum Accommodation Plan

Milford Public Schools believes and expects that all students can learn. The following statements represent
our belief system:
1. We enthusiastically welcome the responsibility to teach all students and believe all students can learn.
2. All students have the right to a safe and academically rich learning environment that fosters growth and
development.
3. We are focused on educating the whole child that includes their cognitive, physical, linguistic, social, and
emotional development.
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4. Ownership of educational progress and sustainability of improvement are achieved through shared
leadership.
5. Teachers hold all students to high academic and behavioral expectations with the idea that all students
can succeed.

Elementary (PreK-5) Characteristics and Structures Supporting Curriculum
Accommodation for General Education Students

General Education Classroom Attributes:
● Classes staffed by highly qualified personnel who demonstrate competency in the state and/or national teaching
standards;
● Research-based curriculum aligned to CCSS, Next Generation Science Standards,WIDA, and the Massachusetts
Curriculum Frameworks;
● Sheltered English Immersion (SEI) strategies;
● Differentiation of Instruction;
● Use of formative (formal and informal) and summative assessments and standardized testing data to
assess achievement and to inform instruction;
● Positive Behavioral Intervention and Supports (PBIS);
● Multi-Tiered Systems of Support (MTSS) and Response to Intervention (RtI) model and processes, including the
Workshop Model;
● Web-based and software instructional support;
● Title I academic support for identified students in the areas of mathematics and reading;
● English as a Second Language (ESL) instruction;
● Student/Teacher Assistance Resource Team (START).

Professional Supports:
● Professional Learning Communities;
● Data Teams;
● Professional development for faculty and staff to enhance instruction and student learning.

Extended Day/Year Academic Supports:
● Tuition-free Full Day Kindergarten for all students;
● Elementary Summer School Reading Program;
● Elementary Summer School ESL Program;
● Teachers’ contractual 45 minutes of weekly academic support.

Parent Involvement:
● Building-based cultural enrichment activities involving Parent/Teacher Organization (PTO) and the Bilingual
Parent Advisory Council (BPAC), School Council, among others, to support and encourage family interaction.

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Secondary (6-12) Characteristics and Structures Supporting Curriculum
Accommodation for General Education Students

General Education Classroom Attributes:
● Classes staffed by highly qualified personnel who demonstrate competency in the state and national teaching
standards;
● Research-based curriculum aligned to CCSS: ELA and Mathematics, Massachusetts Curriculum
Frameworks: History and Social Studies, Wellness (health and physical education), Art, Music, Foreign
Language, Technology (computer), Next Generation Science Standards, and World-Class Instructional
Design & Assessment (WIDA);
● English as a Second Language (ESL) instruction;
● Sheltered English Immersion (SEI) strategies;
● Positive Behavioral Intervention and Supports (PBIS);
● Researched-based Bullying Prevention Program;
● Researched-based Suicide Prevention Program;
● Elective courses for exploration and enrichment designed to meet student interest areas;
● Independent study and online course opportunities;
● Web-based and software instructional support;
● Web-based enrichment;
● Use of formative and summative assessments and standardized testing data to assess achievement and to
inform instruction;
● Multi-Tiered Systems of Support (MTSS) and Response to Intervention (RtI) model and processes;
● Student/Teacher Assistance Resource Team (START);
● 9-12: College-Prep and Honors level classes in core subjects;
● 9-12: Pre-AP and AP courses available to all students and across disciplines;
● 9-12: Articulation Agreements & Dual Enrollment with local community colleges;
● 9-12: Foreign Language Lab and Foreign Language course offerings.

Professional Supports:
● Professional Learning Communities (PLC);
● Team Collaboration Time Data Analysis;
● Professional development for faculty and staff to enhance instruction and student learning.

Extended Day/Year Academic Supports:
● Summer School Program for identified students;
● After School Academic Support.

Parent Involvement:
● Building-based cultural enrichment activities involving Parent/Teacher Organizations (PTO), Booster Clubs,
Bilingual Parent Advisory Council (BPAC), School Council, Parents for Music, among others, to support and
encourage family interaction.

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Milford Public Schools Personnel Resources

The following comprehensive personnel resource list is included in the DCAP in order to guide teachers, administrators, student
support services personnel and families in understanding the available resources within the district.

Support for Academic Accommodations/Interventions
Assistant Principal/Assistant to the Principal Occupational Therapist
Assistant Superintendent of Curriculum, Instruction, and Assessment Pathways Program Coordinator
Curriculum Team Coordinator Principal
Curriculum Team Leader Reading Specialist
Director of Instructional Technology and Digital Learning School Psychologist
Director of Student Services Section 504 Coordinator
Early Childhood Services Coordinator/SSECC Director Sheltered English Immersion (SEI) Teacher
English Learner Program Director Special Education Teacher
English Learner Teacher Special Education Team Chair
General Education Teacher Speech & Language Pathologist
Guidance, Career & Academic Enhancement Supervisor Superintendent of Schools
Guidance Counselor Technology Integration Teacher
Math Intervention Specialist Title I Teacher
Media Specialist Transition Vocation Coordinator
McKinney-Vento Homeless Liaison

Support in the General Education Classroom
Adjustment Counselor Physical Therapist
Assistant Principal/Assistant to the Principal Principal
Assistant Superintendent of Curriculum, Instruction, and Assessment Reading Specialist
Board Certified Behavioral Analyst (BCBA) School Psychologist
Director of Music Section 504 Coordinator
Early Childhood Services Coordinator/SSECC Director Special Education Teacher
English Learner Program Director Special Education Team Chair
English Learner Teacher Speech & Language Pathologist
Guidance Counselor Superintendent of Schools
Nurse Technology Integration Teacher
Occupational Therapist Title I Director
Pathways Program Coordinator Title I Teacher and Tutors

Support for Behavioral Intervention
Adjustment Counselor Occupational Therapist
Assistant Principal/Assistant to the Principal Pathways Program Coordinator
Assistant Superintendent of Curriculum, Instruction, and Assessment Principal
Behavioral Assistant School Resource Officer
Board Certified Behaviorist Analyst (BCBA) School Psychologist
Director of Student Services Section 504 Coordinator
Early Childhood Services Coordinator/SSECC Director Special Education Teacher
General Education Teacher Special Education Team Chair
Guidance Counselor Superintendent of Schools
McKinney-Vento Homeless Liaison Transition Vocation Coordinator

Health and Student Wellness
Adjustment Counselor Nurse
Assistant Principal/Assistant to the Principal Occupational Therapist
Athletic Coaches Physical Education Teacher
Athletic Director Physical Therapist
Athletic Trainer Principal
Behavioral Assistant School Psychologist
Board Certified Behaviorist Analyst (BCBA) School Resource Officer
Director of Student Services Section 504 Coordinator
Food Services Director Special Education Team Chair
Manager of Facilities Speech & Language Pathologist
McKinney-Vento Homeless Liaison Superintendent of Schools
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Nursing Director Transition Vocation Coordinator

Technology
Assistant Principal/Assistant to the Principal Superintendent of
Schools
Assistant Superintendent of Curriculum, Instruction, and Assessment Technology Integration Teacher
Assistive Technology Specialist Technology Technician
Data Specialist Virtual Learning Program Coordinator
Director of Instructional Technology and Digital Learning Webmaster
Principal

Professional Development
Assistant Principal/Assistant to the Principal Media Specialist
Assistant Special Education Director/Out-of-District Coordinator Mentor Program Coordinator(s)
Assistant Superintendent for Business & Human Resources Mentors
Assistant Superintendent of Curriculum, Instruction, and Assessment McKinney-Vento Homeless Liaison
Board Certified Behaviorist Analyst (BCBA) Nursing Director
Curriculum Team Coordinator Principal
Curriculum Team Leader Reading Specialist
Data Specialist School Psychologist
Director of Instructional Technology and Digital Learning School Resource Officer
Director of Music Section 504 Coordinator
Director of Student Services Superintendent of Schools
Early Childhood Services Coordinator/SSECC Director Technology Integration
Teacher
English Language Learner Program Director Title I Director
Family Resource Center Manager Transition Vocation Coordinator
General Education Teacher Virtual Learning Program Coordinator
Guidance, Career & Academic Enhancement Supervisor

Support for Parent Involvement
Adjustment Counselor Guidance Counselor
Administrative Assistance Guidance, Career & Academic Enhancement Supervisor
Alumni Office Manager Math Intervention Specialist
Assistant Principal/Assistant to the Principal McKinney-Vento Homeless Liaison
Assistant Superintendent of Curriculum, Instruction, and Assessment Nurse
Athletic Coaches Nursing Director
Athletic Director Pathways Program Coordinator
Data Specialist Principal
Director of Instructional Technology and Digital Learning Public Relations Manager
Director of Music Reading Specialist
Director of Student Services School Psychologist
District Interpreter & Translations Coordinator Section 504 Coordinator
Early Childhood Services Coordinator/SSECC Director Special Education Team Chair
English Learner Program Director Special Education
Teacher98English Learner Teacher Superintendent of
Schools
Family Resource Center Manager Title I Director
Family Resource Center EL Test Administrator & Family Liaison Transition Vocation Coordinator
General Education Teacher Webmaster

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Milford Public Schools Personnel

● Adjustment Counselor (K-12): Serves as liaison between home, school, local social service agencies;
provides parent/guardian and teacher support and consultation; leads small group facilitation, and
chairs the START process.
● Administrative Assistant (PreK-12): Provides all secretarial support to building administrator,
responds to staff, student, and parent inquires, establishes and maintains a record keeping system
for staff data, and enters and submits purchase orders.
● Alumni Office Manager (Central Office): Responsible for developing and maintaining the Milford
High School alumni database, facilitating alumni outreach efforts, and planning and coordinating
alumni activities.
● Assistant Principal/Assistant to the Principal (K-12): Provides articulation and modeling of vision
and principles (for district and specific school), supervision, observation, and evaluation of staff,
behavioral interventions with students, scheduling accommodations, fostering of accommodation
philosophy, facilitating staff, organizes state exams (i.e. ACCESS for ELLs 2.0, MCAS, PARCC),
collaboration and communication in conjunction with the Principal.
● Assistant Special Education Director/Out-of-District Coordinator (PreK-12): Works collaboratively
with the Director of Student Services to establish in-district special education programs and manage
all out-of-district placement assignments.
● Assistant Superintendent for Business & Human Resources (PreK-12): Oversees all business and
personnel matters in the school system.
● Assistant Superintendent of Curriculum, Instruction, and Assessment (PreK-12): Assists the
Superintendent of Schools in the duties providing leadership in developing, achieving, and
maintaining the best possible educational programs and services for students by taking his
responsibility for the administration of district curriculum, instruction and assessment.
● Assistive Technology Specialist (PreK-12): Responsible for the implementation and management of
assistive technology for students, PreK-12, including professional development support for staff.
● Athletic Coach (6-12): Develops, organizes, and supervises all phases of the athletic team consistent
with Milford High School's and Stacy Middle School's Mission Statements, philosophies, and goals in
compliance with all Massachusetts Interscholastic Athletic Association rules and regulations for
interscholastic athletics and to function as a liaison among coaches, administrators, teachers,
parents, outside organizations, the Milford Community and student-athletes.
● Athletic Director (6-12): Develops, organizes, and supervises all phases of the athletic program
consistent with Milford High School's and Stacy Middle School's Mission Statements, philosophies,
and goals in compliance with all Massachusetts Interscholastic Athletic Association rules and
regulations for interscholastic athletics and to function as a liaison/facilitator among coaches,
administrators, teachers, parents, outside organizations, the Milford Community and student-
athletes.
● Athletic Trainer (9-12): Certified on-site emergency response professional for all MHS Athletic
contests (and most practices). Oversees care and prevention of athletic injuries, including
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therapeutic rehabilitation, to allow for the least loss of competitive time, while keeping the
mental and physical welfare of the athlete as the top priority.
● Behavioral Assistant (BA) (PreK-12): Provides behavior support for identified students. Duties may
involve following behavioral intervention plans provided by the BCBA and/or teacher, providing
Applied Behavioral Analysis (ABA) Discrete Trial Instruction, assisting students in social interactions
and coping strategies, reinforcing instruction, motivating learning, and assisting with classroom
behavior management, clerical, and other non-instructional work.
● Board Certified Behavior Analyst (BCBA) (PreK-12): Provides behavioral interventions with
students and management strategy support for teachers as part of the START process.

● Clinical Coordinator (6-12): Provides clinical intervention services using a variety of treatment
modalities to adolescents and their families.
● Curriculum Team Coordinator (K-12): Oversees and coordinates the projects, activities, and
initiatives of Curriculum Team Leaders.
● Curriculum Team Leader (CTL) (PreK-12): Provides oversight of subject matter curriculum and
materials.
● Custodial Staff (PreK-12): Keeps building and premises, including sidewalks, driveways, and play
areas neat and clean, conducts an on-going program of general upkeep, responsible for the opening
and closing of the buildings, and remains on the school premises during school hours and non-
school hours when the building is in use.
● Data Specialist (PreK-12): Responsible for all district data management including but not limited to:
student information management system maintenance, personnel data maintenance, and
local/state/federal data reporting.
● Director of Instructional Technology and Digital Learning (PreK-12): Responsible for development,
management, and evaluation of all instructional/learning technology services and technologies that
support teaching and learning. This position is responsible for defining and communicating an
instructional/learning technology vision and provides overall leadership for
the design, development and implementation of the instructional/learning technology services.
● Director of Music (PreK-12): Responsible for the supervision of music, theatre, and dance staff,
curriculum and programming.
● Director of Student Services (PreK-12): Supervises employees in the Special Education Department
and is responsible for the overall direction, coordination, and evaluation of personnel. Carries out
supervisory responsibilities in accordance with the district’s policies and applicable laws.
● District Interpreter & Translations Coordinator (PreK-12): Supports district administration, staff,
students, and families with the coordination of interpretation and translation services, including
compliance with local, state, and federal laws and the policies and procedures of the Milford Public
Schools.
● Early Childhood Services Coordinator/Shining Star Early Childhood Center Director (PreK): The
educational leader and manager of the Milford Public Schools Preschool Program who performs
administrative tasks and duties as designated by the Director of Student Services and assumes
responsibility for hiring all Shining Star Early Childhood Center personnel consistent with district
personnel policies and budgetary restrictions.
● English Learner Program Director (PreK-12): Oversees Sheltered English Immersion (SEI) instruction
and direct English as a Second Language (ESL) instruction to English Learners (ELs). The oversight of
this instructional model is critical to ensure that Milford’s ELs are developing listening, speaking,
reading and writing skills as well as accessing academic content at their grade levels. Oversee Title III
entitlement monies.
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