The Dream Classroom- Meeting Every Learner Where They Are

I have had one of those weeks where I have been quite reflective as I have taken note of just how different each of us are and how amazing it is that we are surrounded by everyday heroes who want to help others and support them.  I definitely know this to be true in education.  In fact, we all do.  We know that students learn in different ways, at different rates, and that they come to us with very different experiences and backgrounds.  We also know that we have dedicated educators who chose to go into this field because they care about children and want them to succeed.  So, here is my question- Why do we still need IEPs, 504s and other learning plans for accommodations that are really related to the differences in how students learn?  Can we not just make learning the goal and then provide students what they need to reach that goal?

In order to meet children where they are in their learning, I know many teachers do use questions like these for all children:

• Is there another way I can assess this learning goal?
• Is there a barrier I can easily remove that might help this student?
• Is there a skill not related to this learning goal that is causing the student to struggle?  How can I provide a support for that skill?
• How can I use this child's strength as an advantage?

However, many accommodations are reserved only for students who have some kind of learning plan.  If the goal in our schools is for students to master the skills and content we intend for them to learn, it seems to me that most accommodations would be fair game to any student who needs them in order to learn.  If a student needs "extra time" on a test, he/she should be given extra time because unless processing speed is the learning goal that is being assessed, time shouldn't be a factor.  If a student who is learning about multi-digit addition needs to use base ten blocks in order to solve a problem, even if it is an assessment, he/she should be able to use the blocks.  It may take him/her longer, but his/her actual understanding of the mathematical concept is not any less than the student who is doing it in their head or on a piece of paper by "writing the two and carrying the 1".  In fact, it may be a better understanding.  If a student struggles to focus for more than 30 minutes at a time, giving him/her a 2 minute break every 30 minutes will not prevent him/her from achieving any learning goals.  (I provide professional learning to adults and I know of a lot of adults who need this, including myself.)

Imagine a world where we set a learning goal and then we let each student get there in his or her own way.  If a student needs to take a longer path with more twists and turns to get to the end goal, it is okay. He or she will not be penalized with a lower grade or less exciting assignments, nor will he or she be labeled or ostracized.  If a student needs to approach the learning in a different way or needs resources that may be different than the other students, the teacher is able to make it happen. Students are given a voice and they advocate for their learning needs.  They partner with their teachers and they have the efficacy to hold themselves accountable to do what is needed to be successful in meeting their learning goals.

So that is it.  The answer to my question.  Problem solved with a dream come true- BUT STOP RIGHT THERE.  The classroom I described may very well exist in some places, but the fact that it is not the norm is not because our teachers do not WANT this for their students.  In order for our teachers to create an environment like this, they must know that it is okay for them to take the time necessary to create this kind of environment.  They must have class sizes that allow them to provide the individual attention that this kind environment would require.  They must know that their students will be assessed for accountability purposes in ways that honor the students' individual needs.  They must have the training and support to build and foster first their own efficacy, and then their student's efficacy.  Finally, our schools must have the supports necessary to support students' social emotional needs so that they are regulated enough to benefit from an environment like this.

I really want this dream classroom for students, but I am realistic that at this point it is a leader problem and we have work to do in building support. The best way for us to support the work of our teachers in the classroom is to ensure that we have a proper alignment among what we are expecting teachers to do, how we are holding them accountable to those expectations, and the conditions in which we are asking them to meet the expectations.