• Pembroke Public Schools – District Curriculum Accommodation Plan 

    What is a District Curriculum Accommodation Plan (DCAP)?

    Massachusetts General Law Section 38Q1/2 added to Chapter 71

    “A school district shall adopt and implement a curriculum accommodation plan to assist principals in ensuring that all efforts have been made to meet 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 program 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.” 

    Amendment Chapter 71, Section 59C

    The school council, including the school principal, shall meet regularly and shall assist in the identification of the educational needs of the students attending the school, 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 budget, and in the formulation of a school improvement plan.

    Pembroke Public Schools DCAP outlines suggested accommodations that should be readily made available to all students.  The accommodations are considered general education accommodations. 

    The District Curriculum Accommodation Plan includes general education accommodations that can be used to support a student’s needs in regular education setting.  

    If after the student support process is conducted, including the use of general education accommodations and targeted interventions, the student is still not responding to the interventions and making expected progress the team should consider making a referral to the 504 team or special education team to consider eligibility.    

    The following accommodations can be used in the general education setting.  This list is not exhaustive and additional accommodations may be used to support students. 

    • Providing clear learning objectives
    • Providing active and varied learning activities
    • Using oral and visual directions for assignments
    • Using a variety of formal and informal assessment procedures, such as oral testing
    • Providing timely and specific feedback to parent and students about performance
    • Making provision for reinforcement of desired student behaviors
    • Differentiating class work and homework assignments, such as breaking down tasks into smaller assignments
    • Covering or limiting distracting information on a page
    • Reduce visual or auditory distractions
    • Use reference sheets and graphic organizers
    • Allowing additional time for completion of tasks and assignments
    • Modifying the length of assignments
    • Using a peer to assist with organization
    • Using a homework communication strategy to enhance communication between teacher, parent and student
    • Providing preferential seating or other room design adaptations
    • Arranging physical space/materials to minimize disruptive movement
    • Using technology, such as computers, tape recorders and/or taped books
    • Supplying an extra set of books at home
    • Suffering after-school support
    • Offering motor breaks and brain gym activities
    • Providing fidget tools
    • Checking homework assignments and materials before going home
    • Using behavior plans
    • Use visual reminders and schedules
    • Highlight important information on a page
    • Use non-verbal cues to gain attention
    • Offers alternative places to work, such as by standing or at back table
    • Use praise or reward system to reinforce positive behaviors
    • Uses strategies for student to become more reflective on behavior
    • Gives warnings for transitions
    • Frequent check-ins