At Wellesley Public Schools, we believe that all children can and do learn every day.  It is our mission to develop and nurture a system in which continuous learning and improvement is a fundamental part of the culture.  To that end, we have engaged students, teachers, and community members in developing a Strategic Plan in which we support differentiated learning environments for students, foster collaboration and professional development among teachers, and provide high quality curriculum and materials.  

The District Curriculum Accommodation Plan (DCAP) is a key component of our approach.  The DCAP was written by a team of Wellesley educators in order to articulate a set of accommodations at the elementary and secondary levels. Accommodations are instructional strategies provided by general educators that facilitate access to curriculum. DCAP accommodations incorporate elements of best practices and do not change the content of the WPS curriculum. Rather, they support multiple learning styles and assist students in accessing the environment, curriculum or materials. The WPS DCAP divides accommodations into four categories: presentation, setting, timing, and response. The WPS DCAP is a resource for teachers who are seeking to best educate the variety of learners who makeup our classrooms. In the following pages, educators, parents, and students should find practical applications for how to support diverse learners.


In accordance with Massachusetts General Laws, Chapter 71, Section MGL38Q1/2, and led by the building principal, staff at each school will use the DCAP as a catalog of best practices in order to ensure that best instructional strategies and supports are available for both students and staff.


The Wellesley School District endeavors to create optimal learning experiences for all students.  The Wellesley DCAP guides administrators, teachers, and parents in ensuring that all possible efforts have been made to meet students’ needs in the general education program.  Holding high expectations for all students requires that educators and parents understand, respect, and consider the effects of diverse learning, cultural, and linguistic needs when making instructional choices. The DCAP describes best classroom practices and serves to strengthen and improve the general education program for all students.



  • Guidance counselors
  • School Psychologists
  • METCO support
  • English Language Learner instruction and support
  • Conceptual Biological Chemistry
  • Guidance Seminars
  • Student Support Teams
  • Bridge Program
  • Therapy Dog
  • Advisory
  • HRS Social Worker/Outreach Worker
  • Transfer Group
  • School-assigned Police Officer
  • Journeys (formerly PaF)
  • NHS (National Honor Society) Peer Tutoring
  • Science Peer Tutoring
  • Teaching Assistant Support in CP classes
  • Co-teaching (Special Education & Regular Education)


  • English and Social Studies Labs
  • Active reading strategies
  • Visual aids
  • Targeted and differentiated small group instruction
  • Graphic organizers, study guides, structured notes
  • Close reading
  • Student models for writing instruction


  • Paraprofessional
  • Math Plus class
  • Math labs
  • Teaching Assistants (in some classes)
  • NHS tutors
  • Skills Classes


  • Parents of Performing Arts Students (POPS)
  • Wellesley Parents Supporting Arts Students (WPSAS)
  • Friends of Wellesley METCO
  • Guidance Parent Advisory Group
  • Athletic Advisory Council
  • Child Lab
  • Seminar Day
  • Evolutions Program
  • Student Council Organization


  • School-based workshops
  • Professional Learning Communities (PLCs)
  • In-district Professional Development courses
  • Cultural proficiency training (IDEAS)
  • Technology Department: on-call support and scheduled training
  • Mentors for 1st year in WPS (meet regularly 1x/cycle)
  • Monthly New Faculty Meetings during 1st year
  • Core professional learning for 2nd and 3rd year


Areas of Need

  • Written Language
  • Reading
  • Math
  • Executive Function & Attention
  • Social & Emotional
  • Expressive & Receptive Language
  • Motor – Gross & Fine

Four Categories of Accommodations


How does the teacher get information across?

Examples of accommodations include: providing rubrics, graphic organizers, examples and exemplars, and audio and visual supports.


What is the physical educational setting?

Examples of accommodations include: allowing for preferential seating, differentiated and flexible small groups, opportunities for movement, and use of technology tools to adjust for noise levels.


What is the time of day, how much time is allotted, and what is the pace of lessons?

Examples of accommodations include: breaking up larger assignments, recommending additional  tutoring or lab work, allowing extended time for assessments when appropriate, providing schedules that include movement and transition times.


How do students communicate what they know to teachers?

Examples of accommodations include: ensuring access to appropriate task-related technologies, scheduling student discussion and verbalization time prior to written assignments,  and offering varied manipulative, notation, and cueing tools to highlight key course concepts.

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