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District Curriculum Accommodation Plan (DCAP)

DCAP Cover 25-26

At Belmont Public Schools (BPS), we are deeply committed to fostering inclusive, equitable, and engaging learning environments where all students can thrive. As part of this commitment, we are introducing this updated District Curriculum Accommodation Plan (DCAP) to provide a shared framework for how we support diverse learners within general education classrooms across the district.

This page is intended to provide a general and foundational understanding of what the DCAP is, its purpose, what it means in BPS, and how it will be used to support your work with students.

What is the DCAP?

The District Curriculum Accommodation Plan (DCAP) is a districtwide plan that outlines instructional accommodations, curriculum modifications, and differentiated teaching strategies available to support all students in general education, including those who are not receiving special education services, but who may still require additional support to access the curriculum successfully.

The DCAP is required under Massachusetts General Law (Chapter 71, Sections 38Q½ and 59C) and ensures a consistent, equitable approach to meeting diverse learning needs across the district.

Importantly, the DCAP does not replace special education and does not limit a parent or caregiver’s right to request a special education evaluation at any time.

Why does the DCAP Matter?

The DCAP reflects our shared belief that inclusive instructional practices benefit all learners. By embedding accommodations and differentiated instruction into daily teaching, we can:

  • Increase equitable access to grade-level curriculum

  • Support a wide range of learning styles and needs

  • Reduce barriers to engagement and academic success

  • Strengthen inclusive classroom communities

  • Support more students in remaining meaningfully engaged in general education settings

These practices are a core part of effective teaching and learning in Belmont Public Schools.

What does the DCAP Means in Belmont Public Schools?

Over time, the DCAP will replace Building Curriculum Accommodation Plans (BCAPs), creating a more cohesive and streamlined districtwide approach. At Belmont Public Schools, the DCAP is used to:

  • Communicate Clear Expectations
    Establish a shared understanding of instructional accommodations and inclusive practices across all schools and classrooms.

  • Guide Professional Development
    Inform training and collaborative learning opportunities focused on effective differentiation and accommodations.

  • Support Consistent Practice
    Promote thoughtful and consistent implementation of support for students districtwide.

  • Foster Collaboration
    Encourage collaboration among educators, specialists, administrators, and families to refine instructional strategies and share best practices.

  • Monitor Student Progress
    Provide a framework for assessing student outcomes and the effectiveness of accommodations.

  • Engage Families
    Offer clarity and transparency to families about available supports and how schools partner with them to support student learning.

Alignment with Massachusetts Law and Student Rights

DCAP, as required by Massachusetts law, requires districts to identify students who may need additional instructional support and to provide appropriate accommodations within general education. The law also clearly states that:

  • Instructional support programs cannot delay or restrict a family’s right to request a special education evaluation.

  • If a referral is made and parental consent is provided, information from instructional support programs must be shared with the special education team to support eligibility determination.

The DCAP is designed to support students while fully honoring these legal protections and family rights.

DCAP and Our Broader District Vision

The DCAP aligns closely with the mission and vision of Belmont Public Schools and supports our ongoing work to develop a Vision of a Graduate. This community-informed vision emphasizes not only academic knowledge, but also communication, collaboration, critical thinking, innovation, and well-being.

Inclusive instructional practices are essential to ensuring that every student has the opportunity to develop these skills and graduate prepared for life beyond BPS.

Please click here to view the BPS District Curriculum Accommodation Plan (DCAP) for FY 2025-2026

Moving Forward

The DCAP is not an add-on; it is a framework that supports and strengthens the excellent work already happening in classrooms across the district. In the coming months, we will continue to share guidance, professional learning opportunities, and resources to support implementation.

Thank you for your continued dedication to our students and for your commitment to inclusive, student-centered teaching. Together, we are continuing to build learning environments where all students belong, are supported, and can succeed.