Definitions

Accommodation-a change to teaching or testing that removes barriers and provides equitable access to learning. Unlike a modification, it doesn’t change what a child is learning. It changes how a child is learning. Academic expectations aren’t lowered. All educators and school personnel are responsible for providing the accommodations listed in this plan. 

Universal Design for Learning (UDL)-a scientifically based framework for learning that allows equal opportunity for all students. It is focused on flexibility and adaptability to meet the needs of all learners by accessing three neural networks. By using the UDL framework and guidelines to plan for learning, lessons will allow all students to take in, digest and express information. This improves the learning experience for everyone and helps each individual student to expand their knowledge without the constraints of a traditional classroom. When teachers use UDL principles for lesson design, the need to provide accommodations is often reduced due to the ‘design’ of the lesson. Educators plan for multiple means of representation, expression and engagement. The 2023 revision of the DCAP notes with which neural networks accommodations are typically aligned. A quick guide for UDL in the classroom can be found here. 

Scaffold-a temporary, student-specific support structure, accommodation or strategy, designed to maximize access to grade level concepts and tasks. Click here for more about scaffolding.

Strategy-the structure, system, methods, techniques, procedures and processes that a teacher uses during instruction. Many strategies are listed in the accommodation section of the DCAP, but these are not exhaustive. Please refer to the district’s “Instructional Guide” for additional instructional strategies. 

Intervention-targeted instruction to improve a specific skill. Interventions are based on a child’s needs. Once the skill or skills are gained, the intervention typically ends. Interventions are appropriate for any student, and brief periods of intervention provided by general education teachers, or interventionists, or any personnel may be a part of any child’s general educational experience. 

A continuum of evidence-based, systematic practices that support a rapid response to students' needs, with regular observation to facilitate data-based instructional decision making. A tiered approach is implemented so that all students have access to high-quality culturally and linguistically responsive instruction in a nurturing, learner-centered, inclusive environment where they have the support needed to meet high expectations. This includes, but is not limited to, students who are multilingual learners and/or those with Individualized Education Plans (IEPs). Students needing additional support with academics, behavior and/or social emotional learning receive this in addition to their regular grade level and subject specific instruction. This support may be in the form of accommodations, strategies or interventions. Planning using Universal Design for Learning (UDL) is a key component of a successful Multi-Tiered System of Support. For more about inclusive environments, link here. For more about UDL in the classroom, click here.

Modification-a modification changes what a student is taught or expected to learn. The DCAP does not recommend modifications. Modifications are appropriate only for a very small percentage of students, and those students’ needs should be identified by the eligibility determination and team process for special education, and documented in an Individualized Education Plan (IEP).