**IHB - DISTRICT CURRICULUM ACCOMMODATION PLAN** **Last Updated Date:** 04/29/2014 **Adoption Date:** 01/10/2006 The South Hadley Public Schools recognize that students learn in different ways and, consequently, have diverse educational needs. Our schools are committed to including all students in regular education classrooms to the greatest extent possible. Therefore, regular education teachers must be prepared to accommodate the needs of diverse learners. In particular, regular education teachers are responsible for carrying out the accommodations and modifications that are called for in students’ Individual Education Plans (IEP) and Section 504 plans. The Regular Educator’s Guide to the Student Performance Review Process describes the process that teachers will follow whenever they have concerns about a student’s performance, prior to referral for a Section 504 Plan or an IEP evaluation. If the efforts to meet the needs of a student do not enable the student to achieve satisfactory performance, the teacher will refer the student for formal evaluation by a Student Performance Review Team. Parents may also initiate a review of a student’s performance. Parents may request a special education evaluation of their child or request that the school develop a 504 Plan to accommodate a student’s physical, emotional or academic needs. Each school will develop procedures for responding promptly to such requests. The school administration should regularly review and revise the District Curriculum Accommodation Plan as part of its overall efforts to improve the educational programs of the schools. The review should encompass: •     Assistance, including professional development, to help teachers analyze and accommodate students’ learning needs and to manage students’ behavior effectively. •     Support services for students •     Adequacy of staffing and support for teachers •     Reading instruction for all students •     Teacher mentoring and collaboration •     Parental involvement in their children’s education •     Extensions of learning time, including after-school and summer programs •     Alignment of school curricula with the learning standards of Curriculum Frameworks •     School policies and discipline codes •     Consultation on behavioral issues and literacy development