Lexington Public Schools

ESTABROOK ELEMENTARY SCHOOL
CURRICULUM ACCOMMODATION PLAN

Lexington, MA

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Changes in the Massachusetts Special Education Laws require school districts to implement Curriculum Accommodation Plans (CAP) to help ensure that all efforts have been made to meet students' needs in regular education.

This Curriculum Accommodation Plan details programs, supports, and strategies available and implemented for the elementary schools in Lexington. It encompasses efforts as follows:

• Analysis of diverse learning styles within the regular classroom
• Accommodations to meet needs of the diverse learning styles within a regular education class through differentiated instruction
• Provision of appropriate services and support within the regular education classroom
• Direct and systematic instruction of reading
• Services to address the needs of children whose behavior may interfere with learning.

DIFFERENTIATED INSTRUCTION

The Lexington Public Schools are committed to Differentiated Instruction to meet the needs of all students. Curriculum coordinators in each content area work with teachers to design and select curricula which reaches all children. They are also available for consultation in cases where a particular child has an unusual need.

Lexington has adopted curricular program which provides embedded differentiation for children who have a wide range of strengths and needs. For example, the new Scott Foresman Reading program includes components that provide remediation for who need extra instruction, challenge materials, and materials for those just learning English. All components are tied to the themes being taught to the entire class, so that all children participate in the class activities as they work at their own level. The EveryDay Mathematics program also embeds components which provide for extra practice as well as extensions. In addition, a Differentiation Resource Binder is provided to each teacher with specific activities to meet a variety of student mathematical needs. Many of Estabrook's teachers have also participated in professional development on the differentiation of mathematics. Both the reading and math programs employ a range of approaches in order to target various learning styles (e.g. games, manipulatives, tapes, and visuals).

All students are assessed in literacy and mathematics yearly (or more often) using curriculum based instruments in addition to the required state MCAS testing done in some grades. Both the reading and mathematics programs provide end-of-unit tests. Teachers also use informal data collection, such as Running Records (listening to a child read a graded passage) and graded writing samples to gather information. This information is invaluable in helping teachers identify student strengths and weaknesses and plan curriculum that meets student needs.

Teachers also have access to the newly created reference binder on meeting the needs of Highly/Profoundly Gifted Students and "Twice Gifted" Students.

CHILD STUDY/CHILD ASSISTANCE TEAMS

Child Study Teams (CST) is a regular education initiative designed to allow teachers to receive support from professional peers when they have questions about a student's progress. Members of the CST may include the assistant principal, a regular classroom teacher(s), guidance counselor, nurse, and other building personnel determined by the principal.

CST members listen to the concerns of a teacher regarding a specific student. Instructional strategies are offered through a brainstorming format and then considered by the classroom teacher for implementation. Because of the varied expertise of the members, instructional strategies often reflect alternative methods of instruction not yet explored by the classroom teacher. In-house consultation services are also an option to consider. The reading specialist, math specialist, ELL instructors, school psychologist, occupational therapist, and physical therapist may be invited to the CST meeting and are resource personnel available to deliver consultation services.

Within approximately 6 Û 8 weeks, the CST members reconvene to assess the student's progress. The classroom teacher keeps careful documentation of progress. The CST members at this time, determine if:

• The strategies are effective and the student has made adequate progress, no longer needing the CST process.
• The strategies are effective and there is evidence of some progress.
• The CST process should continue, meeting again in 6 weeks, to carefully monitor progress.
• Strategies have not been effective and adequate progress is not evident. The CST should re-evaluate and try alternative strategies. The CST members suspect there may be a disability impeding the student's progress. The student is referred for a special education evaluation.

TITLE I

Title I funds are provided by the federal government to provide supplementary services to at-risk students. In Lexington, Title I funds are targeted at early intervention in literacy and mathematics and services are provided at qualifying targeted assistance schools. Supplementary services are provided by literacy and mathematics specialists and designed to enable students in grades K-2 to succeed in language arts or mathematics.

Students are identified using the same literacy and mathematics assessments in each school. In September, every child in each 1-2 classroom is screened using a test that assesses skills expected to be mastered from the previous school year. Literacy screening also takes place using tools that assess students' mastery of the benchmarks for the previous year. Title I funds also support tutoring for students who have demonstrated on an assessment that they are not proficient English language speakers.

Following the assessments, the literacy specialists and Title I mathematics teachers analyze and compare results and determine rankings for services, then discuss with grade level teachers and teams which children will receive services. Title I services are supplementary, that is, above and beyond the typical instruction a child gets as a member of a class. The intervention model employed includes "push-in" services, in which the Title I staff member teams with the classroom teacher to reduce ratios during literacy and mathematics instructional periods by working with small groups of identified students. Services also can be "pull-out," though this is kept to a minimum.

READING SPECIALISTS

Reading/literacy specialists have had specific training in reading development and methods of reading instruction. This focused training allows them to enhance classroom literacy programs through consultation with other staff members, provision of assessments and instruction, guidance in the selection of high quality literature and other instructional materials, and modeling instructional methods. Furthermore, the reading/literacy specialists provide supplemental instruction to identified students in order to accelerate literacy performance as well as conduct diagnostic reading evaluations. The reading specialists will provide consultation to teachers and/or direct service to students based on student need as identified by the building principal.

MATHEMATICS SPECIALISTS

The part-time system-wide mathematics specialist provides consultation services to assist teachers in meeting the diverse needs of students in mathematics via instructional support to classroom teachers, special education, and/or Title I.

DIRECT AND SYSTEMATIC PHONOLOGY INSTRUCTION

Some teachers have received training in reading programs that provide systematic, sequential, phonology instruction. These programs include, but are not limited to, Wilson, Project Read, and Orton-Gillingham. Most students for whom intense direct instruction is provided have been identified as being at-risk for reading success. These identified students receive this instruction through regular education (Title I or remedial reading with the reading specialist).

Teachers, who have received ongoing training in these specialized, research-based reading and literacy programs, often incorporate the elements of these programs into classroom literacy instruction. Special education inclusion models provide opportunities for both regular and special education students to receive direct and systematic instruction within the classroom setting, in small groups, and individually.

Computerized reading programs that support the systematic assessment and development of phonemic awareness and emergent reading skills are utilized as needed within school buildings. These programs reinforce skills, aid retention, and provide practice opportunities.

ENGLISH LANGUAGE LEARNERS (ELL)

When a student with limited English proficiency enrolls in the Lexington Public Schools, an established assessment process determines if the student meets the criteria for ELL services. ELL services are available to all elementary students who meet the established criteria. Students participate in the general curriculum with instruction designed to meet their language needs. Services may be provided within the classroom or by using a "pull out" model. ELL teachers are involved in consultation, planning, supporting accommodations, and monitoring student progress.

MENTORING PROGRAM

The Lexington Public Schools has developed an educator support goal that includes a mentoring component. Beginning teachers are provided a mentor with whom they meet weekly, engage in peer observations, review professional development plans, and attend professional development offerings together. In addition, a mentoring support group provides assistance to teachers in their second and third years of service.

Expected learning outcomes for the beginning teacher include:

• the development of a thorough understanding of school policies and procedures
• use of a range of student assessment tools
• understanding of Lexington's performance standards as well as the Massachusetts Curriculum Frameworks Standards
• implementation of instruction that aligns with standards
• use of appropriate classroom management strategies
• focusing on development of identified weakness

Expected learning outcomes for the mentor include:

• demonstration of understanding of role in providing instructional, professional, personal support to the beginning teacher
• provision of support to assist beginning teacher in addressing developmental areas
• use of strategies such as peer coaching and reflective practice

SOCIAL COMPETENCY PROGRAMS

Within the elementary schools, teacher training in a variety of social competency programs has been provided. These programs provide a model for helping young children develop social competency skills in a thoughtful and systematic manner. At Estabrook we use the Responsive Classroom model. The program focuses on strategies to build self-esteem, problem-solving skills, and a classroom environment of collaboration and cooperation. Class meeting formats allow students opportunities for modeling and practicing skills while providing positive reinforcement. In addition, the Second Step program is available for individuals, small groups, and classrooms of students who may benefit from more focus on the social skills of empathy, problem solving, and anger-management.

In addition, at Estabrook the following practices and extensions have been implemented:

• Assemblies that focus on concepts of community
• Consistent school-wide use of language surrounding social issues
• Many specialists, including art, physical education, and music teachers, are trained along with classroom teachers
• Consultation is provided by the counselors to new teachers as they learn the program and curriculum
• Staff-run informal groups to further develop social skills

BEHAVIORAL SUPPORT SERVICES

The guidance counselors and school psychologists are available to school staff to consult or provide direct service as needed for students who are experiencing behavioral difficulties. School based personnel are trained in behavioral intervention strategies. Through staff development, a course in Non-Violent Crisis Intervention Strategies is provided each year for some staff with opportunities for refresher courses for those previously trained. A district-wide behavior specialist is available for consultation to staff and for short-term involvement with students and/or classes. Training opportunities are available for teachers to learn a variety of behavior management strategies to use in the classroom. Estabrook also houses the CARE program, which meets the needs of children with emotional/behavioral disabilities. CARE staff members also provide consultation to teachers for students who do not have disabilities but who may be experiencing challenges with their feelings, social relationships, or behavior.

MCAS SUPPORT

MCAS support is available to elementary school students both before and after school and during the summer contingent upon available state funds.

SUMMARY

Lexington's Elementary School Curriculum Accommodations outlined in this document are reviewed on an ongoing basis and are integrated with the district's professional development offerings. In the spirit of seamless service and ongoing professional development, support services continue to evolve, guided by the needs of the students.