Woburn Dcap

District Curriculum
Accommodation Plan
v. 1.1
Fall, 2005
Woburn Public Schools

District Curriculum Accommodation Plan
November, 2005
Introduction
One of the goals of the Woburn Public Schools is Ensuring curriculum
parity across all grade levels (Source: Blueprint for the Enhancement of
Student Achievement). Because we serve a student population with
diverse learning needs, we recognize the need to provide a list of
strategies that will help teachers and students meet the challenges of our
curriculum. The District Curriculum Accommodation Plan details some
of the strategies that are currently in place as well as strategies that will
become available in the near future. This plan includes five
components:
1. Professional Development: Provided to help classroom teachers
analyze and accommodate the learning needs of a variety of
students
2. Support Services: Available to address the needs of students
whose behavior interferes with learning
3. Reading Instruction: Direct and systematic instruction in reading
for all students
4. Teacher Collaboration: Encouragement of teacher mentoring and
collaboration
5. Parental Involvement: Encouragement of parental involvement in
their childrens education
In addition to the lists of strategies, this document also includes:
1. A sizeable list of accommodations classroom teachers can use
2. Sample forms to help facilitate Student Study Team meetings.

November, 2005
1. PROFESSIONAL DEVELOPMENT
Provided to help classroom teachers analyze and accommodate
the learning needs of a variety of students
Strategies in Place:
1. Workshops for all staff: On the opening day of school, all professional staff
members were required to attend workshops based on the principle of Universal
DesignMaking the Classroom Work for All Students.
2. Workshops for Elementary staff: Teachers/paraprofessionals at the elementary
level attended a variety of workshops based on differentiated instruction.
3. Course for Elementary teachers: Selected teachers participated in a course on
meeting the needs of diverse learners. The course was taught by a principal from
the district.
4. Course Reimbursement: In accordance with the language of the contract, the
district will partially reimburse some teachers for workshops and courses they
complete.
5. Classroom Accommodations: Teachers can often meet the needs of diverse
learners by providing routine classroom accommodations for students. A sizeable
list of accommodations is included with this document.
Strategies in Progress
1. District Professional Development Plan: The updated District Professional
Development Plan will address the topic of universal design as a major goal.
2. Professional Learning Groups: Groups of teachers will be formed around
various topics related to diverse learners. The district will support such efforts.
3. On-going Workshops: Workshops in the areas of Social Skills and Autism will
continue to be presented.
4. High-School Workshops: High School Teachers will receive training in the best
practices for teaching reading in the content areas.
5. Reading In-Service Training: Teachers will receive in-service training in the
Wisnia-Kapp approach to reading instruction.
Future Strategies

November, 2005
1. Workshops: Timely and topical workshops will continue to be presented to staff.
2. Professional Learning Groups: As teachers become more proficient in
specialized areas, they will become leaders of additional professional learning
groups.
3. Early-Release Days: The use of additional early release time for required
professional development will be investigated.

November, 2005
2. SUPPORT SERVICES
Available to address the needs of students
whose behavior interferes with learning
Strategies in Place
1. Student Study Teams: Building-based Student Study Teams meet weekly to
develop strategies for students whose behavior interferes with learning. Forms
to assist teams through the Student Study Process are included with this
document.
2. Team Chairpersons/School Psychologists: As members of Student Study
Teams, Team Chairpersons and School Psychologists are available to offer
strategies for behavioral issues, especially those behaviors that are the result
of a lack of social skills
3. Consultant Services: Behavioral consultants are available to principals and
Student Study Teams.
4. Outside Counseling: Outside agencies, such as Arbor Counseling, are
available to assist eligible students.
5. Suggested Strategies: A list of strategies that have proven effective with
students who have behavioral issues has been developed. The list is available
in the appendix to this document.
6. Guidance Counselors: Guidance counselors are available at the Middle
Schools and at the High School. Limited guidance services are available at all
elementary schools.
7. School Adjustment/Crisis Intervention Counselor: At the middle schools
and the high schools, an adjustment/crisis intervention counselor is available.
This counselor is available to work with substance abuse issues.
8. Community-Based Justice: Monthly meetings are held between high school
administrators and the District Attorneys office to help insure the proper
education of students involved in the criminal justice system.
9. Alternative Education: Programs for students who are not successful in the
regular education program are available for student in grades 10-12.
10. Connecting Activities: In this program, high school staff members contact
businesses to find jobs for high-risk students.
1. Restraint Training: All staff will receive training to familiarize them with
regulations governing the restraint of students. Selected staff will receive indepth training.
Future Strategies

November, 2005
1. Elementary Guidance Counselors: Additional Guidance Counselors at the
elementary school level to be hired in the future.
2. School Adjustment/Crisis Intervention Counselor: In the future, the
amount of available counselor time may be expanded.

November, 2005
3. READING INSTRUCTION
Direct and systematic instruction in reading for all students
Strategies in Place
1. Reading Series: A published series that provides direct and systematic reading
instruction is used in our elementary schools.
2. Special Education Services: Special education students who require a modified
curriculum are provided with appropriate reading instruction.
3. Title I: Students in qualifying schools receive extra reading support through the
Title I program.
4. Paraprofessionals: Kindergarten paraprofessionals work with emergent readers.
1. Assessment of Early Literacy: An examination of appropriate materials to assess
early literacy has begun.
2. Phonics Instruction: An assessment of current practices in teaching phonics is
underway. A district-wide systematic approach, such as Won Way phonics, will
be considered for adoption.
3. High-School Workshops: High School Teachers will receive training in the best
practices for teaching reading in the content areas.
Future Strategies
1. Reading Curriculum Review: A curriculum review will take place to determine
the most effective reading program. The focus will be on reading instruction in
kindergarten through grade two.
2. Assessment: A district-wide literacy/reading assessment instrument will be used
to check the progress of students grades K-2

November, 2005
4. TEACHER COLLABORATION
Encouragement of teacher mentoring and collaboration
Strategies in Place
1. Mentor Program: A strong mentor program has become an integral part of our
system. New teachers are paired with a mentor for their first three years.
2. Curriculum Meetings, Kindergarten through Grade 8: Various grade-level
curriculum meetings are held during the course of the year. At these meetings,
teachers can share strategies and ideas. Up to this point, the primary focus has
been mathematics. Teachers have met for either a full day or a half day.
3. Department Meetings, Grades 7 and 8, 9-12: Subject-area departments meet
with department chairs to examine issues surrounding curriculum, instruction, and
assessment.
1. Curriculum Sharing Platform: An initiative has been undertaken where
technology and the Internet provide a platform for sharing curriculum. An integral
part of the platform allows teachers access to best practices related to specific
learning standards. The practices may be generated locally or be provided by a
nationwide database.
2. Professional Learning Groups: The process of organizing professional learning
groups has begun. Teachers and other staff will be supported in their efforts to
form groups to explore topics in education.
Future Strategies
1. Professional Learning GroupsSharing: As our staff gains knowledge, we
need to develop ways to share what theyve learned.
2. Online Professional Development: The opportunities for online professional
development will be expanded. This convenient method of learning may serve as
a component of the professional learning group model.
3. Visitations: The possibility of releasing teachers to visit classrooms will be
explored. The opportunity to watch practitioners in action could be a valuable
way to share best practices.
4. Common Faculty Area: The plan for the new high school provides for a single
faculty workroom surrounded by the offices of Department Heads. This
arrangement was designed to promote collegiality.

November, 2005
5. PARENTAL INVOLVEMENT
Encouragement of parental involvement in their childrens education.
Strategies in Place
1. Parent/Teacher Conferences: The most direct way that parents are involved
with their childrens education is through individual parent/teacher conferences.
Specific times, both during the day and in the evening are reserved for this
purpose. Teachers also make themselves available for parent conferences at other
times.
2. Open Houses: Schools schedule open houses for the purpose of familiarizing
parents with curriculum and classroom practices.
3. School Councils: School Councils exist at every school, as mandated by state
law. The councils are charged with developing a school improvement plan.
Parents have the opportunity run for parent representative positions. In addition,
other parents have access to the School Council, either through their
representatives or by attending School Council meetings.
4. Parent Teacher Organizations: Parents have an opportunity to participate in the
life of their childrens school through each schools Parent Teacher Organization.
5. WMHS Cracker Barrel: Twice a year, the high school principal invites
parents to come in to discuss school issues in an informal setting.
6. Orientation Programs: Parents are provided with informational programs as
they enter new schools--kindergarten, grade 6, and grade 8.
7. College Nights: Informational evenings are held for parents on topics including
general college information and financial aid.
1. The Woburn Public Schools Web Site: Our web site has been upgraded to
provide parents with information in an easy-to-use format. In time, use of the
web site will be more extensive and provide more features.
2. Teacher Web Sites: Some teachers maintain web sites to provide students and
their parents with information specific to their classes. Teachers can create web
sites through the K-12 web mail system.
3. E-mail: A committee has begun work to determine appropriate ways to use email
to enhance home/school communication.
4. Phone system: Our new phone service, Connect-Ed, allows administrators to
make a single phone call and send it a large number of students. At the school
level, principals can use the system to remind parents to attend important
meetings, such as open houses and parent conference nights.
Future Strategies

November, 2005
1. Connecting with Families of Culturally-Diverse Student: Our Blueprint for
Student Achievement includes activities that will reach out to families who may
not otherwise participate in the life of the school.

November, 2005
LIST OF CLASSROOM ACCOMMODATIONS

DELIVERY OF INSTRUCTION
I. GENERAL LEARNING PROBLEMS
1.
2.
3.
4.
5.
6.
7.
8.
9.
Multi sensory
Relevant material
Hands-On
Frequent review repetition
Modify format
Simple complex formats
Use of clues/hints
Small, sequential steps
Use of webs/diagrams
II. VISUAL PERCEPTION PROBLEMS

A.
All Subjects
1. Clear copy
2. Close seating
3. Taped material
4. Write clearly
5. Color-coding
6. Verbal w/visual
7. Visual/clues/flags
8. Visual focusing aids
9. Primary type
10. Oral directions
11. Copy of lecture notes
12. Buddy reader
13. Activity worksheets
14. Peer note taker
15. Near to far copying
16. Summarize key points
17. Correct notes w/model
18. Reduced visual distractions
19. Concise, clear written directions
20. Teach to copy/proofread
21. Highlighted texts

November, 2005
B.
Reading / Literature
1. Color highlighting
2. Label objects
3. Introduce new vocabulary
4. Divide multisyllables
5. Use of index card
6. Illustrate vocabulary
7. Purpose for reading
8. Chart of missed words
9. Reading pairs
10. Outlining/webbing aids
11. Comprehension discussions
12. Reading/discussion groups
13. Discuss written responses
14. Color code vowel/patterns
15. Peer reading aloud
16. Use of context
C.
Spelling/Writing
1.
2.
3.
4.
5.
6.
7.
8.
9.
D.
Post misspelled words

Learning partners
Misspelled word notebooks
Discuss / post synonyms
Use of journal
Brainstorm words
Story dictations
Spelling requests
Spelling / reading coordination
Math
1. Verbalize steps
2. Exchange worksheets
3. Key words
4. Spacing/cut outs for worksheets
5. Distinguish operations
6. Manipulatives
7. Group operations
8. Computation aids
9. Alert to operations
10. Fraction circles

November, 2005
E.
Social Studies/Science
1.
2.
3.
4.
5.
6.
Periodic pauses
Teach book format
Summarize / questions
Adapt text
Review
Reliable group
III.
AUDITORY PERCEPTION PROBLEMS
A.
All Subjects
1. No distraction seating
2. Quiet work area
3. Short oral directions
4. Key points on board
5. Oral with written directions
6. Note taker
7. Student repeats directions
8. Summarize with visuals
9. Alert to directions
10. Visual with auditory
11. Talk slower
12. Circulate and assist
13. Vary voice tone & pitch
14. Give copy of notes
15. Teach students to listen
B.
1.
2.
3.
4.
5.
C.
Outline of lecture
Visual & motor with oral presentation
Listening center
Stress visual phonic pattern
Word families
Spelling / Writing
1.
2.
3.
4.
Pictures written
Dictation
Group words with same visual patterns
Make dictionaries

November, 2005
D.
Math
1.
2.
3.
4.
5.
E.
Visual cue
Problem solving sequence chart
Example on worksheet
Manipulatives symbols
Flashcards
1. Wait time
2. Worksheet guide with film
3. Audiovisual to introduce & summarize
IV.
FINE MOTOR PROBLEMS
A.
All Subjects
1. Model good handwriting
2. Appropriate writing materials
3. Adjust expectations
4. Reduce writing requirement
5. Paper placement
6. Spacing of letters
7. Teach erasing
8. Note taker
9. Few copying activities
10. Student types
B.
1. Word bank
2. Manipulatives
C.
Spelling / Writing
1.
2.
3.
4.
5.
6.
7.
8.
9.
Purpose of good handwriting

Color baseline
Talk through letter formation
Tracing
Every other line
Start & end point
Transition from print to cursive
Large motor writing activities
Chart of letter formation

November, 2005
10. Directional cues
D.
Math
1. Lined paper vertically
2. Graph paper
3. Calculator
E.
Social Studies / Science

1. Modify map / chart work
V.
ORGANIZATIONAL PROBLEMS
A.
All Subjects
1. Daily routine
2. Time to organize
3. Work area clear
4. Short & simple directions
5. Homework recording
6. Colors for each book cover
7. Samples of finished product
8. Notebook with dividers
9. Review and summarize
10. Choice of two optionsmany options
11. Workbook pages one at a time
12. Cue to inferential thinking
13. Factual abstract questions
14. Page answers on
15. Homework assignments posted in same place
16. List of materials needed
17. List of all assignments given
18. SQ3R
19. Explain change in routine
20. Block worksheets
21. List steps for assignment
22. Clock face for due time
23. Uncluttered worksheets
24. Review notes daily
25. Timeframe for long-term assignments

November, 2005
26. Teach abbreviations
27. Procedure for finished work
28. Note taking using web or outline
B.
1. Study guide
2. Teach outlining
3. Purpose of reading
C.
Spelling / Writing
1. Prewriting activity
2. Criteria for content & mechanics
3. Sequence with comics
4. Topic sentence & details
5. Guide for structuring writing
6. Structure for reports
7. Story starter
8. Include question in answer
9. Group writes a story
10. Use margins
11. Number answer sheets
D.
Math
1. Easy hard problems
2. Fold math paper
E.
E.
1.
2.
3.
4.
5.
6.
Study guide questions

Use abbreviations
Divided page note taking
Preview text for lecture
Note key points
Recall new information

November, 2005
STUDENT PERFORMANCE: LEARNING

I.
GENERAL LEARNING PROBLEMS

1. Additional support
2. Allow explanation
3. Buddy system
4. Use of mistakes
5. Peer tutors
6. Self-checking materials
7. Volunteers / aides
8. Instructional games
9. Cooperative learning
10. Charting progress
11. Multi-modal response
II.
WRITTEN EXPRESSION PROBLEMS

1. Allow more time
2. Skip lines in draft
3. Use of short answers
4. Oral reports
5. Phrases sentences
6. Answer fewer questions
7. Stress accuracy
8. Reduce writing requirements
9. Class time to work
10. Check work on calculator
11. Specific feedback
12. Distraction free work area
13. Specific feedback
14. Modify original task
15. Check with a model
16. Proofread draft
17. Use pictures with written product
18. Journals
19. Proofreading checklist
20. All-student response cards
21. Tape answers

November, 2005
III.
VERBAL EXPRESSION PROBLEMS

1. Extra time to answer
2. Rate oral reports
3. Hint
4. All-student response cards
5. Notes with oral report
6. Specific questions
7. Visual with oral report
8. Small group discussion
9. Read silently orally
10. Tape their oral reports
11. Small group discussion
12. Projects
13. Time limit on oral reports
14. Written instead of verbal

November, 2005
STUDENT PERFORMANCE: TEACHER TESTS

I.
1. Review before test

2. Key words
3. Possible questions
4. Read test to student
5. Frequent quizzes
6. Small group testing
7. Credit for all participation
8. Short tests
9. Untimed tests
10. Avoid pop quizzes
11. Test objectives
12. Survey test
13. Test same as teaching method
14. Partial credit
15. Open book tests
II.
1.
2.
3.
4.
5.
6.
7.
8.
9.
III.
1.
2.
3.
4.
5.
6.
WRITTEN EXPRESSION PROBLEMS

Test with less writing
Allow webs/diagrams
Write on test
Outline vs. paragraph form
Accept print or cursive
Test format same as teaching format
Grade content vs. mechanics
Manipulatives
Oral exams
VERBAL EXRESSION PROBLEMS
Drawings with verbal response
Tape answers
Allow adequate time
Oral answers in different setting
Manipulatives with verbal response
Alternative response mode

November, 2005
STUDENT PERFORMANCE: STANDARDIZED
I.

1.
2.
3.
4.
5.
6.
7.
8.
9.
Inform of time allotted

Read all choices select
Check samples
Orient to test format
Index card to block
Assist on test mechanics
Monitor for correct way of answering
Test in small group
Reduce anxiety

Woburn Dcap

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District Curriculum

Woburn Public Schools

Woburn Public Schools

Woburn Public Schools

Woburn Public Schools

Woburn Public Schools

Woburn Public Schools

Woburn Public Schools

Woburn Public Schools

Woburn Public Schools

Woburn Public Schools

LIST OF CLASSROOM ACCOMMODATIONS

I. GENERAL LEARNING PROBLEMS

II. VISUAL PERCEPTION PROBLEMS

Woburn Public Schools

Post misspelled words

Woburn Public Schools

AUDITORY PERCEPTION PROBLEMS

Woburn Public Schools

FINE MOTOR PROBLEMS

Purpose of good handwriting

Woburn Public Schools

Social Studies / Science

Woburn Public Schools

Study guide questions

Woburn Public Schools

STUDENT PERFORMANCE: LEARNING

GENERAL LEARNING PROBLEMS

WRITTEN EXPRESSION PROBLEMS

Woburn Public Schools

VERBAL EXPRESSION PROBLEMS

Woburn Public Schools

STUDENT PERFORMANCE: TEACHER TESTS

GENERAL LEARNING PROBLEMS

1. Review before test

WRITTEN EXPRESSION PROBLEMS

Woburn Public Schools

STUDENT PERFORMANCE: STANDARDIZED

GENERAL LEARNING PROBLEMS

Inform of time allotted

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