FCS A B Int

Canyons School District

Instructional Supports Department

SCAFFOLDING

Effect Size 0.82

Implementation Tools

Critical Actions for Educators

Scaffolding is the intentional practice of implementing a student support structure designed to maximize access and depth to grade-level concepts and tasks. The purpose of a scaffold is to provide students with engaging learning experiences that build competence and confdence as they grapple productively with complex grade-level content (TNTP, 2021). Scaffolds are a means to accelerate learning versus remediate. Historically, remediation has focused on mastering below grade level content before providing access to grade level content which diminishes rigor and student engagement and ultimately leads to lifelong achievement and opportunity gaps (CGCS, 2020). individualized needs and assets. The complexity of the content and the tasks can be made accessible to each learner by designing scaffolds that make learning visible through W riting, I nquiry, S peaking and listening, and/or R eading and viewing. Considering scaffolds through a WISR lens targets scaffolds to support the cognitive or linguistic demand in order to maintain the rigor of the standard. Using WISR to plan instruction and scaffolds increases student engagement, makes student thinking visible, and ensures that ALL students have access to grade-level learning. ● Writing as a learning skill is a personal and public communication tool, a record of student thinking, and a way to make learning visible. ● Inquiry directs students to ask questions, build connections and provides the purpose for writing, speaking & listening, and reading & viewing. ● Speaking & Listening are essential for students to build understanding and exchange ideas, information, and opinions through collaboration and engagement. ● Reading & Viewing empowers students to strategically gain meaning, understanding and knowledge to contextualize learning from text and other media. The following chart describes examples of scaffolds and alignment to WISR learning, highlighting student engagement with writing, inquiry, speaking & listening, and reading & viewing. Planning effective scaffolds begins with evaluating the expectations of content standards, how students will demonstrate learning, and evidence of

------------------------------ ● Intentional Planning is key ● Focus on grade ● Design WISR scaffolds that make content accessible. ● Use formative assessments to determine adjustments to scaffolds as mastery develops. level content and instructional rigor.