BUILDING CURRICULUM ACCOMMODATION PLAN
2015-2016
ERIC STARK, PRINCIPAL
KATE PERETZ, ASSISTANT PRINCIPAL
“Alone we can do so little; together we can do so much.” Helen Keller
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.
THE KELLER SCHOOL’S STAFF, STUDENTS, AND FAMILIES ARE CURRENTLY ENGAGED IN ONGOING
EFFORTS TO REVISE ITS MISSION, VISION, AND CORE VALUES. WE LOOK FORWARD TO SHARING
EVIDENCE OF OUR WORK WITH THE KELLER COMMUNITY SOON.
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.
HELEN KELLER ELEMENTARY SCHOOL VISION
Our Climate:
 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.
Helen Keller Elementary School
Building Accommodation Plan
2015-16
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.
Helen Keller Elementary School
Building Accommodation Plan
2015-16
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.
Helen Keller Elementary School
Building Accommodation Plan
2015-16
Objective:
Strategies:
The school promotes the learning and growth of all students and
 Curriculum is aligned to Massachusetts Frameworks and
the success of all staff by cultivating a shared vision that makes
the common core standards
powerful teaching and learning the central focus of schooling.
 Curriculum documents are available online to staff
 Performance patterns in statewide testing results are
identified, including strengths and areas for growth with
the development of plans for curriculum changes and
student support
 Teachers work collaboratively during grade level, CCT,
PLCs, 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
 Co-teaching is used as a model at every grade level and is
supported by special education and regular education
faculty
 The social/emotional curriculum is supported in every
classroom through Morning Meeting and the Responsive
Classroom approach as well as during academic times
through the Social Thinking Curriculum.
Helen Keller Elementary School
Building Accommodation Plan
2015-16
Objective:
Strategies:
The school promotes the learning and growth of all students by
 Curriculum leaders and administrators assist classroom
providing high-quality and coherent instruction, designing and
teachers in analyzing instructional practice and student
administering authentic and meaningful student assessments,
results
analyzing student performance and growth data, using this data
 Curriculum leaders consult with classroom teachers as
to improve instruction, providing students with constructive
needed and facilitate grade level and PLC meetings
feedback on an ongoing basis, and continuously refining learning
 The work of teachers on curriculum committees and
objectives
teams help facilitate alignment to the Massachusetts
Frameworks and CCSS
 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 statewide testing test
formats
 Use of statewide testing vocabulary in classroom
instruction and assessment in individual classrooms
 Teachers collect data and use formative assessments to
inform lessons and to create flexible, differentiated
student groups
Helen Keller Elementary School
Building Accommodation Plan
2015-16
Objective:
Strategies:
The school promotes the learning and growth of all students
 Literacy and math specialists help teachers to administer
through instructional practices that establish high expectations,
assessments, interpret results and design curriculum and
create a safe and effective classroom environment, and
instruction to meet student needs.
demonstrate cultural proficiency.
 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
Helen Keller Elementary School
Building Accommodation Plan
2015-16
 Beginning steps are being taken to create a behavioral
support team (BEST) for students
 Flexible social groups are being created and lead by
special education staff during lunch times
 Principal and assistant principal are facilitating Morning
Meetings at each grade level one time per month to build
community with students and further implement the
Responsive Classroom approach
Objective:
Strategies:
The school promotes the learning and growth of all students
 The school psychologist provides individual and small
through effective partnerships with families, caregivers,
group social skills and issue-specific groups
community members, and organizations.
 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 Council meets regularly throughout the school
year
 The Student Council meets regularly throughout the
school year
Helen Keller Elementary School
Building Accommodation Plan
2015-16
 The Franklin Police Department provides the DARE
program to fifth graders
 Community organizations are supported by Keller
fundraising efforts (Franklin Food Pantry, New England
Patriots Foundation Coat Drive, etc.)
 Planning has begun for parent information sessions in the
second half of the school year
 Families are kept informed through Keller Updates sent
via email
 Twitter is used as a means of sharing information with the
Keller Community and beyond
Objective:
Strategies
The school promotes the learning and growth of all students and
 Teachers incorporate collaborative learning experiences
staff through ethical, culturally proficient, skilled, and
for students in daily lessons
collaborative practice
 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.
Helen Keller Elementary School
Building Accommodation Plan
2015-16
 Common planning time is provided to grade level teams
as time permits and is often facilitated by curriculum
specialists
 Faculty meetings provide monthly opportunities for staff
to learn together as a school community
 Grade Level meetings occur monthly and are facilitated
by teacher leaders
Helen Keller Elementary School
Building Accommodation Plan
2015-16
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

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Helen Keller Elementary School
Building Accommodation Plan
2015-16
Use of Educational Assistants or Special Education staff to provide short-term, targeted instruction or interventions
Create a home/school communication and support plan
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 Social Thinking methodologies/strategies
 Remove distractions
Organizational Strategies
 Provide posted daily schedule and agenda
 Utilize flexible groups
 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