One of those conditions, student supports, is defined as:
Students should get the supports and interventions they need to be successful when they need them, not after they’ve taken a summative assessment at the end of the year. These supports should be informed by instant feedback based on frequent formative assessments and, to the extent possible, be embedded in learning. Schools should be given the flexibility to use the time in the school day/year as they see t in order to provide these supports.
Many of the interviews we conducted spoke to the foundational nature of providing customized students supports in a personalized learning system. In a personalized learning environment, data is continually collected and acted on in real time. Students are able to receive the supports they need, when they need them. These supports could be of a remedial nature to boost student achievement or delivered as a way to deepen a student’s learning. Several teachers identified the schedules as a barrier to a personalized system of student supports. As a result, classroom learning environments are often adjusted by the teacher in order to provide the flexibility for supports to be embedded in day-to-day lessons.
As one practitioner told us, “It’s about analyzing data. We said we did it in a traditional setting, but we never looked at where every individual was. Now we can analyze, check and adjust. Back in traditional classrooms, we said we did centers, but now we rotate based on needs. In the small group setting, I’m meeting their needs at the center. It’s individualized and targeted.”