Supports/Extensions

Use this chart to create supports and extensions to meet student learning needs.

Student Need	Instructional Strategy	Supports	Extensions
*Problem Solving (answering questions)*	*Identifying known and unknown variables*	*Circling key words and values* *Ask extension questions (clarify)*	*Provide different types of problems that ramp up difficulty*

Creating and Implementing a Scaffold, Support, or Extension

Move	Teachers:
Identify Need	1. Name the specific skill that needs support or extension.
Choose a Task	2. Choose a task that is repeated often (students will complete the task with the support and then learn to complete the task without support)
Break the Task into Parts	3. Identify the parts of the task, to identify places where supports or extensions can address the learning need.
Name the Purpose of each Part	4. Clearly identify the purpose of each part of the task. Make this visible to the student so that he/she understands the function of each part.
Quality Criteria	5. Identify Quality Criteria for task on a checklist or rubric.
Rules for Reflection	6. Create directions for students to annotate their work to show evidence of quality criteria (e.g. underline capital letters, circle vocabulary words, check next to work shown, etc.)
Rules for Help and Engagement	7. Determine Rules for getting help and engaging in the task.
Student Feedback	8. Ask students for feedback on Rules.
Remove/Change Parts of Support	9. Each time support is used either the purpose of the part or the task is blank for the student to alternate completing. Students should be able to spot times when this support can be used in other tasks and should be able to create the support structure independently.
Student Review Over Time	10. Student reflects on use of scaffold over time and growth in learning. Student can create own support for this type of task.
Explore Generalization	11. Explore how the scaffold or skill developed through the scaffold can be used in other assignments and subject areas.
Tailor Instruction	12. Tailor instruction for next learning goals based on student responses to scaffolds, providing instruction on areas for growth and helping students set goals to remove the support while increasing quality of task.