This month we will continue our review of the High-Leverage Practices (HLPs) developed by the CEC (Council for Exceptional Children) by diving into HLP 15: Provide Scaffolded Supports. As a reminder, HLPs are considered critical practices that teachers should master to improve student outcomes. To learn more about HLPs, click here.
Scaffolding is the provision of temporary assistance to students so they can successfully complete tasks that they cannot yet do independently or with a high rate of success. The Goldilocks analogy frequently comes into play when determining the appropriateness of scaffolded supports. As teachers, we want to avoid too many supports or those that override the productive struggle found in task completion. Yet we also want to ensure that the appropriate amount or type of support is provided to give the student access to potentially unachievable tasks. Not too easy, not too hard- we want the support to be ‘just right’. We want to ensure that the supports provided suit the student's strengths and needs as well as the task at hand, which also means fading or changing supports as the student progresses in their need area(s).
Support provided through scaffolding can take many different forms, such as breaking tasks into chunks or smaller more manageable task sets, providing specific and frequent feedback, modeling, or using materials such as technology, anchor charts, checklists, or cue cards. These supports may be categorized for a student with an IEP as an accommodation or may be part of the differentiation provided by the teacher to all students. These supports may also be the product of specific and targeted planning or may be implemented “on the spot” as needs arise. The key to successful scaffolding focuses on ongoing assessment of student need to implement and fade supports as related to specific tasks and student skills.
For more information on the scaffolding of supports, check out these modules through the IRIS Center that specifically address HLP 15.
Accommodation: Instructional and Testing Supports for Students with Disabilities
Teaching English Language Learners: Effective Instructional Practices
Providing Instructional Supports: Facilitating Mastery of New Skills