Curriculum Accommodation Plan


District Curriculum Accommodation Plan, Ch 71, Section 38 Q½ (DCAP)

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 program including, but 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.

School Councils and District Accommodation Plan, Ch 71 Section 59C

The school council, including the school principal, shall meet regularly and shall assist in the identification of the educational needs of all students attending the school, shall make recommendations to the principal for the development, implementation and assessment of the Curriculum Accommodation Plan required pursuant to Section 38Q1/2.


School districts are required to implement a District Curriculum Accommodation Plan (DCAP) to help ensure efforts have been made to meet the needs of students in general education and avoid unnecessary referrals to special education. The DCAP provides an accounting of resources and accommodations available to all students and classroom teachers and encompasses the following:

  • Analysis and accommodations of diverse learning styles in the general education classroom;
  • Provision of appropriate services and supports within the general education classroom;
  • Support services that address the needs of students with disruptive behavior;
  • Encouragement of parental involvement in their children’s education;
  • Encouragement of teacher collaboration and effective planning;
  • Assistance to general education staff through research-based professional development and effective mentoring program.

Northbridge Public School District is committed to the high expectations and active engagement of all learners. The DCAP documents the ways educators in Northbridge Public Schools work to meet the needs of our students. Accommodations may include, but are not limited to: modified materials, targeted assessments, instructional strategies, and support services. These accommodations shape the way instruction is delivered to the student but does not change or modify the content of the concepts taught to students.  

The following accommodations are available for all students in the Northbridge Public Schools to provide equal access to the general education curriculum program:

I.    Student Resources


Posted standards-based objectives that clearly state what students need to know and be able to do by the end of the lesson (student-friendly terms)

  • Small group instruction
  • Strategic grouping strategies
  • Pre-teach or re-teach concepts with different approach
  • Provide background knowledge
  • Provide options to increase engagement (differentiate by content, process, product and learning environment)
  • Provide preferential seating
  • Daily access to technology to enhance instruction
  • Utilize graphic organizers
  • Provide manipulatives/concrete models
  • Break down tasks/assignments into manageable steps
  • Provide students with study guides
  • Provide project organizers/checklists to break down larger/longer projects
  • Provide students with models and exemplars
  • Authentic tasks based on real-world problems/situations
  • Integrate multiple senses into learning opportunities
  • Create learning opportunities based on student interests and abilities
  • Frequent checks for understanding
  • Multiple opportunities for students to discuss their learning/thinking
  • Appropriate use of “wait time”
  • Multiple ways for students to demonstrate learning
  • Extended time on assessments
  • Rubrics and clear learning expectations
  • Individual student conferencing
  • W.I.N. (What I Need) blocks
  • Utilizing UDL rubric as a resource for lesson planning
  • Gr K-8 Title I services

Organizational Strategies:

  • Clearly established and consistent routines and expectations
  • Use of timers/time keeping
  • Frequent check-ins
  • Various graphic organizers and templates
  • Posted agendas in a specific location
  • Agendas/student planner support
  • Study guides/structured notes
  • Utilizing Google Classroom for assignments

Social/Emotional and Behavioral Strategies:

  • Clear rules and logical consequences (posted)
  • Strategic seating plans/accommodated seating
  • Ongoing communication with parents (in their preferred method/language) to support in-class strategies
  • Movement breaks
  • Diverse classroom management strategies
  • Careful and thoughtful student placement processes
  • Adjustment/guidance counselor support
  • Well managed transitions between classes
  • PBIS (Positive Behavioral Intervention Supports)
  • Support through counseling staff, psychologists, nurses and other support staff
  • Social emotional learning programs in general education (Advisory, Game Change, Second Step, etc.)
  • Anti-bullying training and processes
  • Embedded SEL strategies in all lesson/content areas

II.  Teacher Resources

  • PK-8 Instructional coach
  • Department Chairs & Team Leaders
  • District Mentoring Program
  • Professional Learning Communities 
  • Common Planning Time
  • Early Intervention Team
  • Student Support Team
  • Ongoing professional development activities (in and out of district)
  • Opportunities to take graduate courses reimbursed by district
  • Collaboration/consultation with support staff (Instruction Coach, Department Chairs/Team Leaders, Sheltered English Instructors, Occupational Therapists, Physical Therapists, Speech Pathologists, Behavior Specialists, School Adjustment Counselors, Psychologists, Special Education Teachers, Nurse, Administrators)
  • Lesson Study participation opportunities
  • Continued curriculum support (updated and revised pacing guides and other supports)
  • Updated standards-based curriculum materials
  • Effective supervision and evaluation processes
  • Instructional Assistants/Paraprofessionals
  • PK-12 Instructional Technologist
  • School Resource Officer
  • Dean of Students
  • Strong partnerships with parents/families/community