BHS Curriculum Accommodation Plan

Bedford High School

Curriculum Accommodation Plan

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The Bedford Public Schools' District Curriculum Accommodation Plan (DCAP) is designed to assist administrators, teachers, and other staff in ensuring that all possible efforts have been made to meet students' needs in general education classrooms and to support teachers in analyzing and accommodating diverse learning styles of all children that may be present in a school. Led by the building principal, staff at each school collaborates on best practices in order to ensure that adequate instructional strategies and supports are available for both student and staff. The DCAP is directly connected to procedures that are currently in place to strengthen and improve the general education program for the benefit of all students, not solely or specifically for special education.

The DCAP is intended to address various strategies at each level that will help achieve that objective, including:

  • Accommodating various students' learning needs, including students who are English Language Learners, At Risk, Title I, etc., and to manage student's behavior effectively.
  • Support services that are available to students through the general education program, including services to address the needs of students whose behavior may interfere with learning.
  • Direct and systematic instruction in reading for all students.

This document includes curriculum accommodations for elementary, middle, and high school. The DCAP includes suggestions for accommodating concerns regarding academic progress as well as strategies and interventions designed to resolve social and behavioral issues. While it lists best practices, sample strategies and other actions from which the teachers and 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.

Resources, Structures and Services

At

Bedford High School

The following resources, structures and services have been designed to meet the diverse learning needs of students at Bedford High School:

Academic

  • Student Assistance Team serves as a response to intervention/pre-referral team.
  • Skills Center provides academic tutorials, homework support for regular education students in need of services.
  • MCAS Support Program provides focused academic support for students identified as needing additional preparation or remediation for these tests.
  • All MCAS test administrations are untimed. Since any student may be given additional time beyond the scheduled test administration session, additional time is not considered an MCAS accommodation. However, no single test session may extend beyond the end of the regular school day, and any single test session must be completed on the same day in which it begins. Students taking the English language Arts (ELA) Composition test must complete two sessions (Session A and B) in one day.
  • Reading instruction is offered in a range of settings, geared to meet a diverse range of needs from remediation in basic decoding skills to reading enrichment and vocabulary and comprehension development.
  • Common student and organization skills are taught across the curriculum in Grade 9 classes where students frequently struggle with homework completion and organizations. These classes also make frequent use of communication-with-home protocols.
  • Homework Center is available to all students after school.
  • Tutoring provided by National Honor Society students is available upon request.
  • Teachers are available regularly before school, after school and during X blocks.
  • Athletic Academic Probation provides close support for athletes who fall below a C- average.
  • EXCEL provides tutorial support and learning strategies to students who, for the first time, have moved to a higher academic level.

Behavior/Social/Emotional

  • RISE is an alternative program within the high school designed for students who struggle with attending school or attending class regularly.
  • Self and Society is a course taught by the adjustment counselor focusing on adolescent issues and coming-of-age literature and designed to reach interested students and those who are alienated from school.
  • All students are provided with assignment planners.
  • Use of Naviance by the Guidance department helps students better understand individual learning styles.

Teacher Teaming/ Support

  • Structured and informal interdepartmental collaboration is exceptionally high with sharing of strategies, curricular materials.
  • On-going professional development regularly addresses issues that support student learning, such as backward planning, uses of student centered technology, responses to Executive Dysfunction and strategies for Differentiated Instruction.

Other

  • 504 Accommodation Plan services are available for designated students.

Routinely Used Instructional Strategies

In addition to the pre-referral options open to Bedford students, teachers throughout the district make routine use of the following strategies as part of their commitment to good instruction. It should be noted that the strategies listed below may not be appropriate for all instructional ages.

Design Lessons for Clarity

  • Share lesson goals with students each day
  • Check for student progress in relation to lesson goals during or at the end of lesson/unit
  • Provide a daily agenda to students
  • Plan lessons with student performance and enduring understandings as objectives
  • Identify essential questions students should be able to answer at the end of the lesson or unit
  • Identify key vocabulary and repeat that vocabulary often during a lesson
  • Provide students with regular opportunities to engage actively in instruction.
  • Check for understanding frequently
  • Incorporate opportunities for student movement into lessons when appropriate
  • Incorporate "Wait time"* into lessons.
  • Preview new concepts

Address Assessment Issues

  • Clarify directions or questions.
  • Provide visual and auditory directions
  • Evaluate student understanding using multiple formats

Build a Context for Material

  • Make content relevant to students.
  • Make available examples of finished products
  • Use a familiar context when introducing concepts.
  • Have student identify key information and main ideas
  • Relate lesson parts to the whole

Model Strategies

  • Use schematics and/or graphic organizers to highlight relationships
  • Provide study tools and/or teach students to make study tools when deemed appropriate by teacher.

Provide Added Supports

  • Teach note-taking strategies when deemed appropriate by teacher.
  • Provide a word bank with key vocabulary, words and visuals when deemed appropriate by teacher
  • Provide varied opportunities for student practice
  • Provide uncluttered workspaces. Allow scrap paper with lines and ample room, especially on tests, for uncluttered computation
  • Provide timely feedback (when not constrained by external factors)
  • Provide opportunities for student revision when deemed appropriate by teacher

Establish Routines that Support Learning

  • Provide preferential seating for students who appear distracted.
  • Develop a system of non-verbal cues for class attention.
  • Use consistent and familiar routines
  • Provide students with opportunities to problem solve individually or in small teams and to share their thinking out loud with others
  • Communicate regularly with special education personnel
  • Explicitly ties the lesson to main idea of previous lesson and/or to the overall unit

For every Level 2 or Level 3 course in the high school curriculum, it is an additional expectation that teachers will:

Address Assessment Issues

  • Teach and practice test-taking strategies and anticipate test formats when deemed appropriate by teacher.

Build a Context for Material

  • Preview vocabulary.

Model Strategies

  • Provide study tools and/or teach students to make study tools

Provide Added Supports

  • Provide templates/graphic organizers when appropriate.
  • Provide checklists for multi-step tasks

Components of this document were adapted from "Mitigative Strategies" and from publications by Education Development Center, Inc. 2007

* "Wait time"= teachers stop momentarily and ask students to think about their answers before responding. The deliberate use of this strategies supports students to process information at a slightly slower speed than others.

** Metacognitive strategies= strategies that encourage students to think about their own thinking process.