BUILDING CURRICULUM ACCOMMODATION PLAN

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1 BUILDING CURRICULUM ACCOMMODATION PLAN ERIC STARK, PRINCIPAL KATE PERETZ, ASSISTANT PRINCIPAL Alone we can do so little; together we can do so much. Helen Keller

2 FRANKLIN PUBLIC SCHOOLS VISION STATEMENT The Franklin Public Schools will foster within its students the knowledge and skills to find and achieve satisfaction in life as productive global citizens. MISSION STATEMENT The Franklin Public Schools, in collaboration with the community, will cultivate each student's intellectual, social, emotional and physical potential through rigorous academic inquiry and informed problem solving skills within a safe, nurturing and respectful environment CORE VALUES Student Achievement: All students are entitled to academic excellence, appropriate facilities and quality materials and instruction. Social / Civic Expectations: Students will become engaged, responsible citizens who respect the dignity and diversity of all individuals and cultures. School Climate: Through our words and our actions, we create a culture of civility, thoughtfulness, appreciation and approachability. School / Community Relationships: An active commitment among family, community and schools is vital to student learning. Community Resources for Learning: We partner with all members of the community to exchange ideas, solve problems and build a comprehensive educational experience.

3 HELEN KELLER ELEMENTARY SCHOOL MISSION: The mission of the Helen Keller Elementary School, through strong support systems, and with the cooperation of parents and community, strives to educate all students to high levels of performance, measured by local, state, and national standards. We are committed to fostering strong social values and responsibility to self, others and the global community. The entire Keller staff pledges to support this mission in a safe and nurturing environment. Our Climate: HELEN KELLER ELEMENTARY SCHOOL VISION Exhibits high levels of cooperation, collegiality, and energy. Promotes respect for each other and for learning. Is safe and supportive, where children s mistakes are accepted, expected and used to promote progress. Fosters pride in and respect for our physical environment. Understands that students are unique and individual learners. Embraces outside resources to connect school and community. Supports a strong volunteer component. Our Curriculum: Embraces rigor and relevance Maintains standards as minimum academic requirements and moves beyond the scope of those standards. Exposes students to the arts and humanities. Our Students: Are actively engaged. Know the lesson objectives and can communicate them. Take responsibility for their work. Show responsibility by striving for excellence and doing their best. Communicate to a receptive teacher what they don t understand. Learn not only content, but habits of mind that are necessary cornerstones for success in lifelong learning. Participate in community service. Our Personnel: Support the mission and strive toward the vision. Make decisions based on what is best for the students. Improve their craft through professional development. Recognize each student s learning through differentiating instruction. Enrich students experiences through extracurricular activities. Our Leadership: Is a whole school responsibility, encompassing students, staff, parents and the entire Keller community. Promotes teams who study research and best practices in education.

4 Helen Keller Elementary School Massachusetts General Laws require the adoption and implementation of a District Curriculum Accommodation Plan (DCAP). This plan is intended to guide administrators and staff in ensuring that all possible efforts are made to meet the needs of students in the general education setting by supporting teachers in the analysis and accommodations of student learning styles and needs. The DCAP document is intended to support the efforts of educators to provide effective interventions for struggling learners. The DCAP also guides the development of a Building Curriculum Accommodation Plans (BCAP) for the Helen Keller Elementary School. Massachusetts General Laws, Chapter 71, Section 38Q1/2: A school district shall adopt and implement a curriculum accommodation plan to assist principals in ensuring that all efforts have been made to meet the 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 programming, 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. The Helen Keller Elementary School BCAP is aligned with the Franklin Public Schools DCAP which has five main objectives and is based on the Massachusetts Educator Evaluation System. These objectives are also reflected in the District and School Improvement Plans. The district promotes the learning and growth of all students and the success of all staff by cultivating a shared vision that makes powerful teaching and learning the central focus of schooling. The district promotes the learning and growth of all students by providing high-quality and coherent instruction, designing and administering authentic and meaningful student assessments, analyzing student performance and growth data, using this data to improve instruction, providing students with constructive feedback on an ongoing basis, and continuously refining learning objectives. The district promotes the learning and growth of all students through instructional practices that establish high expectations, create a safe and effective classroom environment, and demonstrate cultural proficiency. The district promotes the learning and growth of all students through effective partnerships with families, caregivers, community members, and organizations. The district provides promotes the learning and growth of all students and staff through ethical, culturally proficient, skilled, and collaborative practice.

5 Helen Keller Elementary School This BCAP was designed keeping in mind the vision, mission and core values of the Franklin Public Schools and the Helen Keller Elementary School vision and mission. It provides a list of resources and accommodations available to students and classroom teachers. The BCAP provides a process to support struggling learners. Please note: The law requires that no instructional support program nor any other intervention limits the right of a parent to refer a student for a special education evaluation. However, if a referral for a special education evaluation has been made and the district has asked for and received parental consent to evaluate, then evaluation information from any instructional support program should be made available to the special education Team to consider when determining if the student is eligible for special education. (Excerpted from Is Special Education the Right Service? A Technical Assistance Guide, MA DOE, March 2001) General education provides a rich educational experience for all students. The Franklin Public School district and the Helen Keller Elementary School are committed to the development of the general education classroom so that all students can achieve success in learning.

6 Helen Keller Elementary School Objective: The school promotes the learning and growth of all students and the success of all staff by cultivating a shared vision that makes powerful teaching and learning the central focus of schooling. Strategies: Curriculum is aligned to Massachusetts Frameworks and the common core standards Curriculum documents are available online to staff Performance patterns in MCAS results are identified, including strengths and areas for growth with the development of plans for curriculum changes and student support Teachers work in groups by grade level, PLC, and faculty meetings to support teaching and learning processes Professional development for teachers is provided by teacher leaders, curriculum leaders, administrators, and outside consultants Curriculum leaders assist administrators and teachers with curriculum and instruction facilitation, analysis of student achievement data, teacher assistance with curriculum modifications, and curriculum resources

7 Objective: The school promotes the learning and growth of all students by providing high-quality and coherent instruction, designing and administering authentic and meaningful student assessments, analyzing student performance and growth data, using this data to improve instruction, providing students with constructive feedback on an ongoing basis, and continuously refining learning objectives Helen Keller Elementary School Strategies: Curriculum leaders and administrators assist classroom teachers in analyzing instructional practice and student results Curriculum leaders consult with classroom teachers as needed and facilitate grade level and PLC meetings Each year's MCAS results are analyzed and interventions are developed to assist struggling students The work of teachers on curriculum committees and teams help facilitate alignment to the Massachusetts Frameworks Elementary literacy assessments are consistently used across the district; results of which inform instruction Elementary math assessments are under development for consistent use across the district Fundations phonics instructions is in place for K-3 Literacy and math specialists assist teachers with the implementation of lessons and assessments The elementary literacy and math specialists model skills and lessons and co-teach with teachers Further benchmark and common assessments are currently being developed in math and literacy at all grades Integration of test-taking skills is part of the instructional process in classes with the use of MCAS/PARCC test formats Use of MCAS/PARCC vocabulary in classroom instruction and assessment in individual classrooms

8 Objective: The school promotes the learning and growth of all students through instructional practices that establish high expectations, create a safe and effective classroom environment, and demonstrate cultural proficiency. Helen Keller Elementary School Strategies: Literacy and Math Specialists help teachers to administer assessments, interpret results and design curriculum and instruction to meet student needs. ELL staff provides language learning instruction and support for students in academic classes Behavior support available through psychologists, special education teachers, and district behavioral specialists Building-based teacher support teams in each building convene as needed to provide instructional and behavioral intervention suggestions to teachers Our school has a psychologist, and a nurse to support students and staff Occupational, Physical, and Speech Therapists, Behavior Specialists, and Special Education Liaisons provide teacher consultation, classroom observation of students, and informal screening of students Our School Psychologist, district Behavior Specialist and Special Education Liaisons are specialists in behavior observation, consultation and program development and can provide support to classroom and specialist teachers as needed. Principal, Assistant Principal and Special Education staff provide consultation to teachers around students struggling with academic, social, emotional and behavioral issues Our Psychologist provides regular and ongoing consultation to staff

9 Objective: The school promotes the learning and growth of all students through effective partnerships with families, caregivers, community members, and organizations. Helen Keller Elementary School Strategies: The School Psychologist provides individual and small group social skills and issue-specific groups Social Emotional Learning programs, such as Responsive Classroom are used in general education classrooms School and classroom newsletters are sent home regularly Report Cards are issued 3x per year Parent-teacher conferences are 2x per year and as needed throughout the year Kindergarten Orientation is held on the first day of school School and Teacher websites provide on-going information to parents Parent volunteer opportunities are made available The Parent Communication Council meets regularly with Administration to promote the engagement of families in the school community The School Advisory Council meets regularly throughout the school year The Student Council meets regularly throughout the school year The Franklin Police Department provides the DARE program to fifth graders

10 Objective: The school promotes the learning and growth of all students and staff through ethical, culturally proficient, skilled, and collaborative practice Helen Keller Elementary School Strategies Teachers incorporate collaborative learning experiences for students in daily lessons Teachers incorporate Social Emotional Learning programs in their classrooms such as Responsive Classroom. Professional development is provided for teachers in content and pedagogy All new teachers are provided a qualified mentor who has completed the Franklin Mentor Program New teachers attend a 3 day orientation prior to the start of the year. New teachers attend after school mentor sessions (workshops) throughout the year. Mentors meet regularly with the teacher during the first two years of employment to share successes, identify and address needs, and offer assistance. Common planning time is provided to grade level teams as time permits and is often facilitated by Curriculum Specialists Grade Level meetings occur monthly and are facilitated by the Administrators Faculty meetings provide monthly opportunities for staff to learn together as a school community

11 Helen Keller Elementary School Instructional Support Interventions: Accommodations may be made to the classroom instruction, student responses, teaching strategies, teaching environment or materials. This list is representative of suggested strategies and is not inclusive of all strategies that may be successful for individual students. Curriculum/Instruction/Assessment Strategies Arrange partner or small group instruction Develop student contracts or individual behavior, social or academic improvement plans Provide cueing and wait time or think time to encourage participation Provide multi-modal presentation of instruction and materials Repeat or re-teach concepts with a different approach Differentiate instruction, materials, assignments, and/or assessments Utilize alternative assessments: oral, multiple choice, computer-based, read aloud, except reading tests Incorporate incentives and reward systems Provide preferential seating/flexible seating arrangements Frequent progress monitoring and feedback to student on progress Instruct students in study skills, note-taking, organization; model these skills during instruction Utilize technology and computer assisted instruction Teach students to use graphic organizers Provide manipulatives Use checklists, teacher check-ins, calendars and project organizers to break down long-term assignments Break down tasks into manageable steps Utilize peer buddy systems for study groups or homework check-ins Utilize homework logs and journals for homework follow-up Provide reference tools, web sites and textbooks for homework support Provide study guides Provide strategies to support parents with homework completion Allow extended time for those tests that determine a student s knowledge and mastery of content Provide a scribe when needed to assess student knowledge Allow the use of word processing or calculators for assignments and assessments Make expectations visible by using exemplars and student friendly rubrics

12 Helen Keller Elementary School Behavioral Intervention Strategies Post classroom expectations in view of all students Classroom interventions by school psychologist/behavior specialist Arrange seating to prevent behavioral difficulties Develop student contracts or individual behavior improvement plans to include close communication with students/teachers/team/family for consistency Utilize charts and graphs to monitor expectations Adjust classroom management strategies Contact parents/facilitate parent support/strategies and communication Consult with school psychologist, special education staff Include movement breaks during instructional periods Incorporate stress-release activities Incorporate Responsive Classroom and/or Open Circle methodologies/strategies Remove distractions Organizational Strategies Provide posted daily schedule and agenda Utilize flexible groups Utilize contract learning Implement a frequent progress monitoring system with students Use cooperative learning strategies Provide strategies to parents Choose and use graphic organizers with students Explicitly teach organization skills/strategies

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