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"Expect Success, and if there's ever a struggle to meet goals, provide support without blame."
"Expect Success, and if there's ever a struggle to meet goals, provide support without blame."
Introduction
Introduction
A Supplemental Module
A Supplemental Module
Problem-Solving for Learner Success
Problem-Solving for Learner Success
In this Supplemental Module, you will:
Identify guiding principles to determining supports and accommodations for continuous learning.
Gain an understanding of a problem-solving process to help identify and remove barriers.
Build a toolkit of supports and accommodations to provide to learners who might require them.
View the video to help walk through this domain.
Guiding Principles
Guiding Principles
Supports and accommodations...
do not change or reduce the online learning expectations.
facilitate instruction by reducing barriers to online learning.
are a data-based decision; student input is a critical piece of data.
should be willingly utilized by the learner (Shyyan et al., 2016)
Evidence-Based Decision-Making
Evidence-Based Decision-Making
This problem-solving process was developed based on two decision-making frameworks and adapted from the Determining Supports for Learning and Performance for All Learners Manual from the Iowa Department of Education (2019).
PLC Questions
SETT Framework
DeterminingSupportsForLearningAndPerformance-2019-05-28.pdfDetermining Supports for Learning and Performance for All Students
Determining Supports for Learning and Performance for All Students
Introduction:
"The purpose of this manual is to help educators understand the importance of providing supports for learning and performance for Iowa’s students in preschool through grade 12. Educational reforms at both the national and state level strengthen the need to consider accessibility supports to address the broad continuum of needs of all learners.
Supports and accommodations are part of the multi-tiered system of supports implemented in Iowa schools to help learners achieve educational standards and expectations. This manual describes a problem solving process that can be used by educators, parents, and learners to determine which supports or accommodations are needed. Suggestions for preparing the learner to use the supports and accommodations independently, along with implications for postsecondary education and careers, are included along with strategies for implementing and monitoring the impact of supports and accommodations within the classroom. Four categories of supports and accommodations are described along with numerous examples to assist decision-making teams. Appendices include two charts that provide an “at a glance” view of learner needs matched to supports and accommodations and a crosswalk of accessibility frameworks in statewide assessments."
Iowa Department of Education, 2019
Learn It!
Learn It!
- Identify the Barrier
What tasks might be difficult for the learner?
What tasks might be difficult for the learner?
What tasks does the learner need to be able to participate in synchronous learning opportunities?
In asynchronous learning opportunities?
What are areas of concern in brick and mortar learning?
Which tasks are difficult for the learner to perform independently?
Potential Areas of Need
Academic
Social Emotional Behavioral Health
Executive Function and Organization
Physical and Sensory
Technology Skills
A Tip from Grant Wood:
A Tip from Grant Wood:
As we identify barriers for individual learners, consider if it might be a barrier for other learners, too. If so, think about layering the accommodation or support into your lesson design as a scaffold for ANY learner.
2. Understand the Barrier
2. Understand the Barrier
Why are these tasks difficult?
Why are these tasks difficult?
How does the learner currently perform this task?
Does the learner use supports or accommodations?
Does the learner have difficulty using particular supports or accommodations?
How do factors in the setting and environment, curriculum, or instruction act as supports or barriers for the learner?
DeterminingSupportsForLearningAndPerformance-2019-05-28.pdfSection 3 - Involving Learners
Section 3 - Involving Learners
Pg 30 Determining Supports for Learning and Performance for ALL Learners, IDOE, 2019
A Tip from Grant Wood:
A Tip from Grant Wood:
Consider having all of your learners complete a Learner Profile. Learner profiles help establish a common understanding between the learner and teacher. They can be a foundation of discussions throughout the academic year, especially when having potentially difficult discussions.
3. Choose a Support
3. Choose a Support
What tool might remove or reduce the barrier?
What tool might remove or reduce the barrier?
Does the learner need different supports or accommodations?
How do you decide what to try?
What should go into an action plan?
Read: Personal Learning Backpack
Read: Personal Learning Backpack
Personalize Learning, 2016
DeterminingSupportsForLearningAndPerformance-2019-05-28.pdfExplore: Section 5 - Supports and Accommodations
Explore: Section 5 - Supports and Accommodations
Iowa Department of Education, 2019
Read: Personal Learning Plan
Read: Personal Learning Plan
Personalize Learning, 2016
4. Plan to Know if it Works
4. Plan to Know if it Works
How will we know if the tool is helping?
How will we know if the tool is helping?
Was the tool available?
Did the learner use it?
Did learner performance on the task improve?
Did the support or accommodation work the way it should?
Does the learner need something else?
A Tip from Grant Wood:
A Tip from Grant Wood:
Use your digital to-do list as the implementation plan and set a weekly or biweekly reminder to ask yourself these questions. Or, set a regular calendar invite to chat with the learner via phone call or Zoom to discuss these few questions and identify next steps and log it in their Learner Profile or Implementation Plan.
Apply It!
Apply It!
Think of a student! Walk through this problem-solving process
How does this process help you consider individual learners?
How does this process help you consider the design of your learning opportunities?Problem-Solving for Learner Success - Documentation Log
Document this process on the Problem-Solving for Learner Success Documentation Log
Make a COPY - Problem-Solving for Learner Success
Make a COPY - Problem-Solving for Learner Success
Problem-Solving for Learner Success - Documentation Log
Wrapping Up Problem-Solving for Learner Success
Wrapping Up Problem-Solving for Learner Success
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