Natick Public Schools
Curriculum Accommodation Plan
January 2012
NPS Curriculum Accommodation Plan
The Natick Public Schools does not discriminate on the basis of race, color, sex, religion, national origin, sexual orientation or disability.
NPS Curriculum Accommodation Plan
Contents
Executive Summary
The NPS Tiered System of Support: Overview
The NPS Tiered System of Support: Process, Procedure, and
Decision Making
NPS Tiered System of Interventions: Teacher Training and
Support
NPS Tiered System of Interventions: Parent Involvement and
Education
NPS Tiered System of Interventions: Tiers of Instruction and
Intervention
Appendices
Works Cited and References
NPS Curriculum Accommodation Plan
Natick Public Schools DCAP
Executive Summary
The Natick Public School’s (NPS) district accommodation plan (DCAP) outlines a system of tiered
instruction and intervention that is framed by relevant federal and state legislation and DESE
guidance.
Legislative and Regulatory Background:
MGL
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 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.
IDEA
A State must adopt, consistent with 34 CFR 300.309, criteria for determining whether a child has
a specific learning disability as defined in 34 CFR 300.8(c)(10). In addition, the criteria adopted
by the State:
●
●
●
Must not require the use of a severe discrepancy between intellectual ability and
achievement for determining whether a child has a specific learning disability, as
defined in 34 CFR 300.8(c)(10);
Must permit the use of a process based on the child’s response to
scientific, research-based intervention; and
May permit the use of other alternative research-based procedures for
determining whether a child has a specific learning disability, as defined in 34
CFR 300.8(c)(10).
A public agency must use the State criteria adopted pursuant to 34 CFR 300.307(a) in
determining whether a child has a specific learning disability.
[34 CFR 300.307] [20 U.S.C. 1221e-3; 1401(30); 1414(b)(6)]
Massachusetts Department of Elementary and Secondary Education’s MTSS
The Massachusetts Tiered System of Support (MTSS) is a blueprint for school improvement that
focuses on system level change across the classroom, school, and district to meet the academic and
non-academic needs of all students. It was developed to help guide the establishment of a system
that provides high-quality core educational experiences in a safe and supportive learning
environment for all students and targeted interventions/supports for students who experience
academic and/or behavioral difficulties and students who have already demonstrated mastery of
the concept and skills being taught.
Systems of Tiered Intervention
The NPS Tiered System of Support outlined and explicated in this document:
● identifies the curriculum, instruction, and assessment principles and practices within the regular
education setting geared to ensure student success.
● provides guidance in designing instruction and supports that meet the needs of diverse learning
styles and behavioral needs.
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Natick Public Schools DCAP
● articulates the NPS mentoring program as it relates to the DCAP and opportunities for parental
involvement.
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NPD Tiered System of Support: Theory and Research
Tiered Intervention System
Current RtI literature hi-lights a three-tiered model incorporating increasingly intense,
research based interventions and empirically validated measures of student
achievement. The tiers culminate, if necessary, in a referral for more rigorous,
standardized testing to make an eligibility determination for formalized special
education services (Bradley, Danielson, & Doolittle, 2005, Burns & Yssledyke, 2005,
Christo, 2005, Compton et. al., 2006, O’Connor, 2003, Tilly III, 2003, Vaughn, 2003).
As illustrated in Figure 1, the three-tier model of RtI incorporates consistent monitoring
of student response to an increasingly intensive continuum of interventions. As students
proceed through the model and are provided appropriate interventions at a sufficient
level of intensity and time, the percentage of students entering each successive level is
expected to decrease (VanDerHeyden & Jimerson, 2005, Torgesen, 2004).
Figure 1: Three Tiered Model of Response to Intervention
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Integration: A Three-Tiered Problem Solving Model
NPS Tiered System of Support: Overview
The NPS Tiered System of Support is guided by four fundamental guiding principles that
together ensure high levels of success for all learners. These guiding principles are described in
the following paragraphs.
Guiding Principles
Guiding Principle #1: Guaranteed and Viable Curriculum
Core content areas are guided by a standards-based, guaranteed and viable
scope and sequence aligned to the Common Core.
Guiding Principle #2: Twenty-First Century Learning
Effective integration of 21st century technology and literacy is essential. The
Partnership for 21st Century Skills has developed the following guidelines and
best practices for effective integration of technology and 21st century literacy
skills. The Partnership has identified 3 domains of skills outlined below. Detailed
information can be found in Appendix A.
Creativity and Innovation



Think Creatively
Work Creatively with Others
Implement Innovations
Critical Thinking and Problem Solving




Reason Effectively
Use Systems Thinking
Make Judgments and Decisions
Solve Problems
Communication and Collaboration
 Communicate Clearly
 Collaborate with others
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Guiding Principle #3:
Gradual Release of Responsibility
The gradual release of responsibility (GRR) model is designed to ensure that
students, with scaffolding and support, internalize skills and concepts and apply
them independently. GRR is grounded in the foundational theory and research
of Lev Vygotsky and the decades of empirical research that have followed and
validated his theories and concepts.
Guiding Principle #4: Differentiated Instruction
The National Center on Accessible Instructional Materials provides practitioners
with extensive research and theory on Universal Design for Learning (UDL).
UDL is an accepted and validated method for designing instruction to meet the
learning needs of all students. UDL is a foundational component of the
Massachusetts Tiered System of Support (MTSS) upon which the Natick Public
Schools District Accommodation Plan (DCAP) is built. Thus, the differentiated
practices of teachers based upon UDL theory and research are of central
importance to Reading Best Practices in the Natick Public Schools.
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NPS Tiered System of Support: Process, Procedure, and Decision Making
Collaborative Problem Solving and Decision Making
Collaborative Problem Solving Teams
Child Study Team (CST)
The CST is the mainstay of the intervention/enrichment structures found throughout
the tiered system of intervention. The CST is a fluid group of professionals who meet
regularly throughout the year to execute the problem-solving model in response to the
changing academic/behavioral needs of students.
Any member of the community can initiate the CST process. Once a referral is made, the
problem solving process begins.
CST Problem Solving Process (6 step problem solving as noted in Studying the Skillful
Teacher materials)
Stage 1: Problem Identification
CST Chair meets with initiating teacher, parent, or student to identify the
primary area of concern.
 If a significant problem is not identified, the process is discontinued.
 If a significant problem is identified, the CST chair:

Ensures that all appropriate and relevant Tier 1 interventions
specified in the DCAP have been executed with the necessary
fidelity and intensity to ensure student learning.
or

Determines appropriate data collection mechanisms and
appropriate professionals necessary to define the primary
area of concern.
Stage 2: Problem Definition
The identified CST team collects baseline data for a period not to exceed two
weeks. The data collection mechanisms and methodologies focus on observing
and analyzing the primary area of concern and potential variables impacting
performance and development.
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The basic tools used in the problem definition stage include, but are not limited
to:
1. Academic performance indicators
2. Behavioral observations and rating scales
3. Specialist Screenings
Stage 3: Intervention Design
The identified CST team meets to review baseline data and further define the
primary area of concern.
 If a significant problem is not defined, the process is discontinued.
 If a significant problem is defined, the CST chair and team use the
DCAP to identify appropriate interventions and develop and
Individual Curriculum Accommodation Plan (ICAP) Student learning
goals are articulated within the IAP. Goals must be SMART (Specific,
Measureable, Attainable, Relevant and Measureable)
Stage 4: Intervention Implementation
The interventions prescribed within the ICAP are executed for a period of 6-8
weeks. During the intervention phase two elements are critical in increasing the
probability of student learning and growth
1. Fidelity: The intervention must be executed as prescribed. The CST chair
will identify an appropriately trained professional to conduct fidelity
checks throughout the intervention period.
2. Progress monitoring (PM): Ongoing monitoring of student response to
intervention is essential formative information. PM tools and benchmarks
should be articulated as part of the ICAP.
Step 5: Intervention Review
At the conclusion of the first intervention period (6-8 weeks), the CST reconvenes to review progress towards student learning goals. Upon review of PM
data, the CST chair will recommend:


Continuation of the existing ICAP (Student is making progress towards
the articulated learning goals.))
Intensification of the existing ICAP (Student is making little progress
toward the articulated learning goals.))
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
Termination of the ICAP (Student has met or exceeded the articulated
learning goals.)
Building Level Data Teams
Building level data teams convene throughout the school year to review:





Intervention/Enrichment case loads
Structural implications and needs for intervention delivery
Progress monitoring data
Necessary adjustments to intervention/enrichment practices/methodologies
Quality and fidelity of intervention/enrichment practices/methodologies in
place
Grade/Department Level Data Teams
Grade/department level data teams meet at least 3 times annually to review progress
data, make intervention decisions, and develop strategic plans to support student
learning at all levels.
Assessment and Student Identification
Universal Screening
Understanding the learning needs of students is the first step in providing the support
and instruction they need to succeed. Research and literature spanning the past 35 years
provides clear evidence that effective, timely universal screening and progress
monitoring are essential components in ensuring student success (Brown-Chidsey &
Steege, 2005; Bransford and Stein, 1984; Daly III, E.J., Persampieri, M., McCurdy, M., &
Gortmaker, V. 2005; Deno, 1985, 1986, 2003; Fuchs, Mock, Morgan & Young, 2003;
Gresham, 1991, 2001; Marston & Magnusson, 1985; Shapiro, 2004; Witt, Daly, & Noell,
2000).
Data collected through the universal screenings is compiled at the building level. When
possible grade level means and percentiles are calculated to provide context for
individual student performance. Student performance is then analyzed relative to normreferenced criteria and grade level mean scores. Through this process, students at risk
for academic/behavioral difficulty are identified and then prioritized based by need.
It is essential to note that the use of CBM as universal screening tools has limitations.
While CBM probes have sound empirical validation and reliability, it is well
documented that false positive/negatives are to be expected. The intent of the CBM
within the universal screening process is to red flag students who are at risk for
academic/behavioral failure. Once identified, it is the professional responsibility of the
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Natick Public Schools DCAP
building/grade/department level data teams to triangulate data sources to reduce the
likelihood of false positives/negatives within the student population.
Progress Monitoring
Once identified for intervention or enrichment, student progress is monitored using a
multi-point data system consisting of formal and informal measures of student
learning/growth.
As part of the IAP development process, PM measures must be identified. PM measures
relate to and measure progress toward identified student learning goals. SMART goals
are an essential first step in identifying or developing appropriate PM measures.
Specificity in goal setting will ensure that sound, appropriate PM tools are selected or
developed.
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Natick Public Schools DCAP
NPS Tiered System of Interventions: Teacher Training and Support
System Level Training and Support
All NPS teachers are, as a requirement to attain professional teacher status, must
complete:

Studying the Skillful Teacher:
o This course has become the gold standard text in many colleges and
school districts across the country for studying generic pedagogy.
Designed for both the novice and the experienced educator. The Skillful
Teacher is a unique synthesis of the Knowledge Base on Teaching with
powerful repertoires for matching teaching strategies to student needs.
Designed as a practical guide for practitioners working to broaden their
teaching skills, the book combines theory with practice and focuses on 18
critical areas of classroom performance.

Expectations, Assessment and Student Success: Exploring Identity, Group
Membership and Professional Practice
o This course is designed to introduce the participants to the issues
involved in teaching a multicultural curriculum to multicultural groups
in order to improve the achievement of all students. A primary focus of
the course will be issues related to race and ethnicity. Participants will
explore the current personal, interpersonal, social, and structural
meanings of race, ethnicity and culture, as well as the roles of power,
oppression, and identity. Furthermore, participants will examine the
concept of mastery in a differentiated, standards- based environment, and
what this means for assessment and grading of all students. Central to
our work will be the concepts of equity, expectations, fairness, and the
role of the educator in moving all of our students towards educational
opportunity and success. Participants will have an opportunity to explore
how all of these issues affect their classrooms and the school system, and
explore ways to develop anti-racist, culturally sensitive, multicultural,
and equitable teaching styles, curriculum, assessments, and grading
practices.

New Teacher Mentoring Program
o The Teacher Mentoring Program for the Natick Public Schools will build
relationships that encourage and support:
 Understanding by new staff of the district’s expectations
 Achievement of personal and professional success for new staff
 Development of sound practices that lead to high quality
instruction for all students
 Opportunities for experienced teachers to self-renew and
revitalize
 Favorable rate of new staff retention
Job Embedded Professional Development (JEPD) through Professional Learning
Communities
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Natick Public Schools DCAP
Research on professional teacher training is clear on the efficacy of JEPD. The Natick Public
Schools seeks to maximize opportunities for JEPD throughout the system.
The following definition of JEPD was taken from Job-Embedded Professional Development: What It
Is, Who Is Responsible, and How to Get It Done Well (A. Croft, J. Godshell, et.al., 2012).
Job-embedded professional development (JEPD) refers to teacher learning that is grounded in day-to-day
teaching practice and is designed to enhance teachers’ content-specific instructional practices with the
intent of improving student learning (Darling-Hammond & McLaughlin, 1995; Hirsh, 2009). It is
primarily school or classroom based and is integrated into the workday, consisting of teachers assessing and
finding solutions for authentic and immediate problems of practice as part of a cycle of continuous
improvement (Hawley & Valli, 1999; National Staff Development Council, 2010). JEPD is a shared,
ongoing process that is locally rooted and makes a direct connection between learning and application in
daily practice, thereby requiring active teacher involvement in cooperative, inquiry-based work (Hawley &
Valli, 1999). High-quality JEPD also is aligned with state standards for student academic achievement and
any related local educational agency and school improvement goals (Hirsh, 2009).
The National Staff Development Council, The Mid-Atlantic Comprehensive Center, and the
National Comprehensive Center for Teacher Quality have identified the following NPS
structures and practices and effective models of JEPD.
1.
2.
3.
4.
5.
6.
7.
8.
Professional Learning Communities
Action Research
Case Discussions
Coaching/Mentoring
Data Teams/Assessment Development
Examining Student Work/Tuning Protocol
Professional Learning Communities
Study Groups
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Natick Public Schools DCAP
NPS Tiered System of Interventions: Parent Involvement and Education
The Natick Public Schools values its parent community as key partner in providing a successful
K-12 educational experience for students. To support collaboration and communication, the
following systems and structures have been developed:
1. Reporting on Student Progress
i. Elementary
a. Two standards based report cards per year
b. Two (minimum) parent-teacher conferences per year
ii. Middle
a. Student progress reporting through online learning management
system and student management system, accessible by student and
families
iii. High
a. Student progress reporting through online learning management
system and student management system, accessible by student and families
2. Parent Teacher Organizations
i. Elementary
1. Coordination of volunteer opportunities
2. Coordination of fund-raising opportunities
3. Agendas include topics related to student learning
ii. Middle
1. Coordination of volunteer opportunities
2. Coordination of fund-raising opportunities
3. Agendas include topics related to student learning
iii. High
1. Coordination of volunteer opportunities
2. Coordination of fund-raising opportunities
3. Agendas include topics related to student learning
3. Enhanced Communication Systems
i. Weekly Emails: school and district
ii. Teacher webpage and newsletters
iii. Virtual BackPack: school and district
iv. District/Building based Facebook pages
v. Building based Twitter feeds
4. School Council
i. Agendas include topics such as: standards-based reporting of student
progress; guaranteed and viable curriculum overview; use of assessments
to inform instruction
5. School Committee
i. Agendas include topics such as: standards-based reporting of student
progress; guaranteed and viable curriculum overview; use of assessments
to inform instruction
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Natick Public Schools DCAP
6. Parent Information/Education
i. Opportunities for parents to receive information and education relevant
to our programs and practices are made available throughout the school
year. Some examples include:
a. Kindergarten information evening
b. Kindergarten orientation night
c. Back to school nights at all levels
d. Content specific workshops at all levels
e. Speakers at PTO meetings
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NPS Tiered System of Interventions: Elementary School Tiers of Instruction and Intervention
Reading
Writing
Mathematics
NPS Curriculum Accommodation Plan
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Work Habits and Study
Skills
Social/ Emotional/
Behavioral
Natick Public Schools DCAP
Tier 1
Guaranteed and Viable
Reading Curriculum
 Reading Street K-4
 NPS Reading Maps K-4
 Fundations K-2
Strategies:
 Use of differentiated
instruction
 Utilize flexible
groupings
 Use graphic and other
organizers
 Use clear, consistent
expectations for student
learning
Guaranteed and Viable
Writing Curriculum
 NPS Writing Maps K-4
Strategies:
 Use of differentiate
instruction
 Utilize flexible
groupings
 Use graphic and other
organizers
 Clear, consistent
expectations for student
learning
Guaranteed and Viable
Mathematics Curriculum
 Investigations
 FasttMath, grade 2
 Heads Up!, grades 3, 4
Strategies:
 Use of differentiated
instruction
 Utilize flexible
groupings
 Use graphic and other
organizers
Clear, consistent
expectations for student
learning
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Guaranteed and Viable
Curriculum:
 Open Circle K-4
Strategies:
 Post and review daily
schedule with all
students
 Teach specific, explicit
classroom routines
 Utilize flexible
groupings
 Implement frequent
progress monitoring
 Provide regular,
targeted corrective
feedback
 Use graphic and other
styles of organizers
 Involve parents in the
problem solving
process
 Provide instruction in
strategies and routines
that can be generalized
across settings and
situations
Guaranteed and Viable
Curriculum:
 Open Circle K-4
 Bullying K-4
 School Wide Positive
Behavioral Supports
Strategies:
 Use clear, consistent
behavioral expectations
 Adjust seating
arrangements
 Develop contracts/
behavior plans
 Involve parents in the
problem solving
process
 Adjust management
strategies
 Consult with guidance,
school psychologist,
special needs staff
 Movement breaks
 Stress-relief activities
 Reduce environmental
stimuli
Natick Public Schools DCAP
NPS Tiered System of Interventions: Elementary School Tiers of Instruction and Intervention
Reading
Tier 2
Guaranteed and Viable
Reading Curriculum
 Reading Street K-4
 NPS Reading Maps K-4
 Fundations K-2
 RazKids K-4
Strategies:
 Use of Kindergarten
and First Grade
Early Intervention
program
 Use of Leveled
Literacy
Intervention kits
 Use assessment
results to inform
intervention
strategy
Writing
Guaranteed and Viable
Writing Curriculum
 NPS Writing Maps K-4
Strategies:
 Use of Kindergarten
and First Grade
Early Intervention
program
 Use of Leveled
Literacy
Intervention kits
Mathematics
Guaranteed and Viable
Mathematics Curriculum
 Investigations, K-4
 FasttMath, grade 2
 Kathy Richardson, Math
Perspectives
 Marilyn Burns, Do the
Math
 Khan Academy
Strategies:
 Small group
instruction in the
regular education
setting
 Use of Math
Perspectives, Do the
Math
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Work Habits and Study
Skills
Guaranteed and Viable
Curriculum:
 Open Circle K-4
Strategies:
 Use of iPass, student
agendas, teacher
website and learning
management system

Use of classroom
structures, including
posting agenda,
student learning
objectives, clear
classroom routines,
criteria for success
Social/ Emotional/
Behavioral
Guaranteed and Viable
Curriculum:
 Open Circle K-4
 Bullying K-4
 School Wide Positive
Behavioral Supports
Strategies:
 Social skills group
with guidance
counselor
 Continued use of
Open Circle
curriculum in the
regular education
classroom setting
Natick Public Schools DCAP
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Natick Public Schools DCAP
NPS Tiered System of Interventions: Middle School Tiers of Instruction and Intervention
Tier 1
Reading
Guaranteed and Viable
Reading Curriculum
 NPS Reading
curriculum units
aligned to MA
common core,
grades 5-8
Strategies
 Use differentiate
dinstruction
 Utilize flexible
groupings
 Use graphic and other
organizers
 Use clear, consistent
expectations for student
learning
Writing
Guaranteed and Viable
Writing Curriculum
 NPS Writing
curriculum units
aligned to common
core grades 5-8
Strategies
 Use differentiated
instruction
 Utilize flexible
groupings
 Use graphic and other
organizers
 Clear, consistent
expectations for student
learning
Mathematics
Guaranteed and viable
mathematics curriculum
 NPS mathematics
curriculum units
aligned to MA
common core,
grades 5-8
Strategies
 Use differentiate
dinstruction
 Utilize flexible
groupings
 Use graphic and other
organizers
 Clear, consistent
expectations for student
learning
NPS Curriculum Accommodation Plan
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Work Habits and Study
Skills
Guaranteed and Viable
Curriculum:
 Study skills
strategies embedded
into classroom
Strategies:
 Post and review daily
schedule with all
students
 Teach specific, explicit
classroom routines
 Utilize flexible
groupings
 Implement frequent
progress monitoring
 Provide regular,
targeted corrective
feedback
 Use graphic and other
styles of organizers
 Involve parents in the
problem solving
process
 Provide instruction in
strategies and routines
that can be generalized
across settings and
situations
Social/ Emotional/
Behavioral
Guaranteed and Viable
Curriculum:
 Second Step
 Bullying 5-8
 School Wide Positive
Behavioral Supports
Strategies:
 Use of lear, consistent
behavioral expectations
 Adjust seating
arrangements
 Develop contracts/
behavior plans
 Involve parents in the
problem solving
process
 Adjust management
strategies
 Consult with guidance,
school psychologist,
special needs staff
 Movement breaks
 Stress-relief activities
 Reduce environmental
stimuli
Natick Public Schools DCAP
NPS Curriculum Accommodation Plan
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Natick Public Schools DCAP
NPS Tiered System of Interventions: Middle School Tiers of Instruction and Intervention
Tier 2
Reading
Guaranteed and Viable
Reading Curriculum
 NPS Reading
curriculum units
aligned to MA
common core,
grades 5-8
 Nova Net
Strategies:
 Use of differentiated
instruction
 Utilize flexible
groupings
 Use of flex time
 Classroom
accommodations and
modifications
Writing
Guaranteed and Viable
Writing Curriculum
 NPS Writing
curriculum units
aligned to common
core grades 5-8
 NovaNet
Strategies:
 Use of differentiated
instruction
 Utilize flexible
groupings
 Use of flex time
 Use of classroom
accommodations and
modifications
Mathematics
Guaranteed and viable
mathematics curriculum
 NPS mathematics
curriculum units
aligned to MA
common core,
grades 5-8
 Khan Academy
 FasttMath, grade 5
 NovaNet
Strategies:
 Differentiate instruction
 Utilize flexible
groupings
 Use of flex time
 Use of classroom
accommodations and
modifications
NPS Curriculum Accommodation Plan
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Work Habits and Study
Skills
Guaranteed and Viable
Curriculum:
 Study skills
strategies embedded
into classroom
Strategies:
 Use of on-team study
skills
 Informal classroom
intervention plans
 Use of iPass, student
agendas, teacher
website and learning
management system
 Use of classroom
structures, including
posting agenda, student
learning objectives, clear
classroom routines,
criteria for success
Social/ Emotional/
Behavioral
Guaranteed and Viable
Curriculum:
 Second Step
 Bullying 5-8
 School Wide Positive
Behavioral Supports
Strategies:
 Use of social skills
group with guidance
 Meetings with
parents
 Use of
behavior/incentive
plans for classes and
individuals
Natick Public Schools DCAP
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Natick Public Schools DCAP
NPS Tiered System of Interventions: High School Tiers of Instruction and Intervention
Tier 1
Reading
Guaranteed and Viable
Reading Curriculum
 NPS Reading
curriculum units
aligned to MA
common core,
grades 9-12
Strategies
 Use differentiated
instruction
 Utilize flexible
groupings
 Use graphic and other
organizers
 Use clear, consistent
expectations for student
learning
Writing
Guaranteed and Viable
Writing Curriculum
NPS Writing curriculum
units aligned to common
core grades 9-12
Strategies
 Use differentiated
instruction
 Utilize flexible
groupings
 Use graphic and other
organizers
 Use clear, consistent
expectations for student
learning
Mathematics
Guaranteed and viable
Mathematics curriculum
NPS mathematics
curriculum units aligned to
MA common core grades 912
Strategies
 Use differentiated
instruction
 Utilize flexible
groupings
 Use graphic and other
organizers
 Use clear, consistent
expectations for student
learning
Work Habits and Study
Skills
Guaranteed an d Viable
Curriculum:
Study skills strategies
embedded into teams
Strategies:



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NPS Curriculum Accommodation Plan
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Post and review daily
schedule with all
students
Teach specific, explicit
classroom routines
Utilize flexible
groupings
Implement frequent
progress monitoring
Provide regular,
targeted corrective
feedback
Use graphic and other
styles of organizers
Involve parents in the
problem solving
process
Provide instruction in
strategies and routines
that can be generalized
across settings and
situations
Social/ Emotional/
Behavioral
Guaranteed and Viable
Curriculum:
 Community Seminar
 Bullying 9-12
 School Wide Positive
Behavioral Supports
Strategies:
 Clear, consistent
behavioral expectations
 Adjust seating
arrangements
 Develop contracts/
behavior plans
 Involve parents in the
problem solving
process
 Adjust management
strategies
 Consult with guidance,
school psychologist,
special needs staff
 Movement breaks
 Stress-relief activities
 Reduce environmental
stimuli
Natick Public Schools DCAP
NPS Curriculum Accommodation Plan
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Natick Public Schools DCAP
Tier 2
NPS Tiered System of Interventions: High School Tiers of Instruction and Intervention
Reading
Writing
Mathematics
Guaranteed and Viable
Reading Curriculum
 NPS Reading
curriculum units
aligned to MA
common core,
grades 9-12
 NovaNet
 Summer School
 MCAS prep sessions
Guaranteed and Viable
Writing Curriculum
 NPS Writing
curriculum units
aligned to common
core grades 9-12
 NovaNet
 Summer School
 MCAS prep sessions
Guaranteed and Viable
Mathematics curriculum
 NPS mathematics
curriculum units
aligned to MA
common core grades
9-12
 NovaNet
 Summer School
 MCAS prep sessions
Strategies
 Use small group
instruction,
accommodations
and modifications in
the regular
classroom setting
 Use credit recovery
 Referral to peer
tutoring
Strategies
 Use small group
instruction,
accommodations
and modifications in
the regular
classroom setting
 Use credit recovery
 Referral to peer
tutoring
Strategies
 Use mall group
instruction,
accommodations
and modifications in
the regular
classroom setting
 Use credit recovery
 Referral to peer
tutoring
NPS Curriculum Accommodation Plan
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Work Habits and Study
Skills
Guaranteed and Viable
Curriculum
 Study skills
strategies embedded
into teams
Strategies:
 Use small group
discussion in regular
classroom setting,
reinforcement of use
of iPass, agenda,
teacher website
 Use of classroom
structures, including
posting agenda,
student learning
objectives, clear
classroom routines,
criteria for success
Social/ Emotional/
Behavioral
Guaranteed and Viable
Curriculum:
 Community Seminar
9-12
 Bullying 9-12
 School Wide Positive
Behavioral Supports
Strategies:
 Individual school
counseling and
coaching from
guidance staff
 Referral to substance
abuse coordinator
 Discussion in
community seminar
Natick Public Schools DCAP
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Natick Public Schools DCAP
Appendices
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Natick Public Schools DCAP
Appendix A:
21st Century Learning
Creativity and Innovation
Think Creatively



Use a wide range of idea creation techniques (such as
brainstorming)
Create new and worthwhile ideas (both incremental and radical
concepts)
Elaborate, refine, analyze and evaluate their own ideas in order to
improve and maximize creative efforts
Work Creatively with Others

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Develop, implement and communicate new ideas to others
effectively
Be open and responsive to new and diverse perspectives;
incorporate group input and feedback into the work
Demonstrate originality and inventiveness in work and
understand the real world limits to adopting new ideas
View failure as an opportunity to learn; understand that creativity
and innovation is a long-term, cyclical process of small successes
and frequent mistakes
Implement Innovations

Act on creative ideas to make a tangible and useful contribution to
the field in which the innovation will occur
Critical Thinking and Problem Solving
Reason Effectively

Use various types of reasoning (inductive, deductive, etc.) as
appropriate to the situation
Use Systems Thinking

Analyze how parts of a whole interact with each other to produce
overall outcomes in complex systems
Make Judgments and Decisions

Effectively analyze and evaluate evidence, arguments, claims and
beliefs
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Natick Public Schools DCAP
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Analyze and evaluate major alternative points of view
Synthesize and make connections between information and
arguments
Interpret information and draw conclusions based on the best
analysis
Reflect critically on learning experiences and processes
Solve Problems


Solve different kinds of non-familiar problems in both
conventional and innovative ways
Identify and ask significant questions that clarify various points of
view and lead to better solutions
Communication and Collaboration
Communicate Clearly

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Articulate thoughts and ideas effectively using oral, written and
nonverbal communication skills in a variety of forms and contexts
Listen effectively to decipher meaning, including knowledge,
values, attitudes and intentions
Use communication for a range of purposes (e.g. to inform,
instruct, motivate and persuade)
Utilize multiple media and technologies, and know how to judge
their effectiveness as well as assess their impact
Communicate effectively in diverse environments (including
multi-lingual)
Collaborate with Others



Demonstrate ability to work effectively and respectfully with
diverse teams
Exercise flexibility and willingness to be helpful in making
necessary compromises to accomplish a common goal
Assume shared responsibility for collaborative work, and value
the individual contributions made by each team member
NPS Curriculum Accommodation Plan
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Natick Public Schools DCAP
Appendix B:
Child Study/Support Procedures
ACT TEAM CONTACTS
Elementary Schools
Ian Kelly
Principal
Bennett-Hemenway School
508/647-6580
Matt Joseph
Memorial School
Principal
508/647-6590
Heather Smith
Lilja School
Principal
508/647-6570
Karen Ghilani
Johnson
Principal
508/647-6685
Kirk Downing
Brown
Principal
508/647-6580
Middle Schools
Rosemary Vickery
Principal
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Natick Public Schools DCAP
Kennedy
Tyler Page/Susan Balboni
Wilson
508/647-6650
Principal/Vice Principal
508/647-6670
High School
Rose Bertucci
Natick High School
Principal
508/647-6600
Margaret Boudreau
Natick High
Assistant Principal
508/647-6600
Zachary Galvin
Natick High
Assistant Principal
508/647-6600
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Natick Public Schools DCAP
Assisting
Children and
Teachers
An Approach to Student
Success in the Classroom
A Service of Natick Public Schools
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Natick Public Schools DCAP
Why?
The ACT Team provides support for students having difficulty in school academically and/or behaviorally.
What?
ACT is a team of school professionals who work with the classroom teacher to develop strategies
for student success in the classroom.
Who?
Your team consists of your child’s:
*Building Principal
*Classroom Teacher
*School Counselor
*Special Needs Professional/s
*School Nurse
*Other Support Staff as needed
How?
Inform the principal (or any member of the ACT Team) that you are concerned about your child
and you wish to access the ACT Process.
When?
The ACT Team will meet on behalf of your child soon after your request. Over the next several
weeks, they will review your child’s needs and provide support within the classroom to meet those
needs.
The Team will monitor your child’s progress and keep in touch with you.
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Natick Public Schools DCAP
Help is available for your child as close as your building principal. Call
to request an ACT review. Be as specific as possible regarding the
concerns you have about your child’s school performance. The
Principal/Assistant Principal will convene the ACT Team, which may
recommend interventions for your child. Some classroom techniques,
which have been successful in the past, include:
Oral vs. written reports and tests
Frequent reports to parents
Tutorial assistance
Use of organizational charts
Reward systems
The ACT Team is trained to offer strategies to further develop the individual needs for referred students.
Once a strategy is recommended, it is closely monitored and evaluated for its success. Communication with
the home is a critical part of the ACT program
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Natick Public Schools DCAP
Works Cited and References
Bradley, R., Danielson, L., & Doolittle, J. (2005) Response to Intervention. Journal of Learning
Disabilities, 38(6),485-6
Burns, M.K. & Ysseldyke, J.E. (2005). Comparison of Existing Response to Intervention
Models to Identify and Answer Implementation Questions. The California School Psychologist. 10, 920
Christo, C. (2005). Critical Characteristics of a Three Tiered Model Applied to Reading
Interventions. The California School Psychologist, 10, 33 – 44
Compton, D.L. (2003). RTI: It’s all about the nudge. Paper presented at the Response-toIntervention Symposium, Kansas City, MO. Retrieved January 23, 2007 from
www.ncrld.org/html/symposium2003
O’Connor, R. (2003) Tiers of intervention in kindergarten through third grade. Paper
presented at the National Research Center on Learning Disabilities Responsiveness-toIntervetion Symposium, Kansas-City, MO.
Tilly, W.D. (2003) How many tiers are needed for successful prevention and early intervention?
Heartlend Area Education Agency’s evolution form four to three tiers. Paper presented at the
National Research Center on Learning Disabilities Responsiveness-to-Intervention Symposium,
Kansas-City, MO.
Vaughn, S. (2003) How many tiers are needed for response to intervention to achieve acceptable
prevention outcomes? Paper presented at the National Research Center on Learning Disabilities
Responsiveness-to-Intervetion Symposium, Kansas-City, MO.
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