Davis Curriculum Accommodation Plan

Lt. Eleazer Davis Elementary School

Curriculum Accommodation Plan

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


Lt. Eleazer Davis Elementary School

The following resources, structures and services have been designed to meet the diverse learning needs of students at the Lt. Eleazer Davis Elementary School:


  • Reading services are provided for students in Grades 1 and 2.
  • ELL services are offered to identified students, as well as consultant services, from an ELL teacher to regular education staff.
  • Additional targeted reading support (i.e. "double dip") is provided for identified children on an as needed basis.
  • Title 1 support is also provided for identified students.


  • Open Circle is a social competency program taught in grades K -2.
  • Individual or small group counseling services are available to support behavioral and academic objectives.
  • Social stories are sometimes used in classes to highlight appropriate behavior and decision- making.
  • Individualized Transition Plans are crafted on an as needed basis.
  • School-wide language of being "Respectful, Responsible, Ready" encourages students to focus on both social and academic goals.
  • Individual behavior plans are designed for students on an as needed basis.

Teacher Teaming/Support

  • Team between special educators and regular educators exists at each grade level.
  • Educational assistants provide support in all grade levels.
  • The senior volunteer program pairs senior citizens with students in need of additional reading support.


  • 504 Accommodation Plan services are available for designated students.
  • Principal/ Classroom newsletters help parents stay connected to teacher and school goals and procedures.

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 and check on progress towards those goals at the end of the lesson.
  • Provide a daily agenda to students.
  • 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.
  • Incorporate "Wait time"* into lessons.
  • Preview new concepts.

Address Assessment Issues

  • Teach and practice test-taking strategies and anticipate test formats when appropriate.
  • Clarify directions or questions.
  • Have student paraphrase directions and questions, as needed.
  • Provide visual and auditory directions
  • Use timers/time reminders to help students pace themselves if timing is an issue.
  • Allow extended time for assessments when appropriate.
  • Evaluate student understanding using multiple formats.

Build a Context for Material

  • Make content relevant to students.
  • Show examples of the finished product (exemplars).
  • Use a familiar context when introducing concepts.
  • Preview vocabulary.
  • Have student identify key information and main ideas.
  • Relate lesson parts to the whole.

Model Strategies

  • Use graphic organizers to highlight relationships.
  • Model use of highlighting and color coding to help retention (visual memory) and to accentuate patterns when appropriate.
  • Use "think alouds" and other metacognitive strategies.**
  • Provide study tools and/or teach students to make study tools.

Provide Added Supports

  • Teach note-taking strategies when appropriate.
  • Provide templates/graphic organizers when appropriate.
  • Provide a word bank with key vocabulary, words and visuals when appropriate.
  • Reformat handouts to provide space for students to write when appropriate.
  • Provide checklists for multi-step tasks, when appropriate.
  • Provide opportunities for learning and study strategies that incorporate the use of highlighters and post-it notes, etc. for class use.
  • Provide varied opportunities for student practice.
  • Provide graph paper and encourage students to use it in order to keep the numbers or letters in line when appropriate.
  • Provide uncluttered workspaces. Allow scrap paper with lines and ample room, especially on tests, for uncluttered computation.
  • Provide timely feedback with opportunities for student revision.

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.

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.