DecisionPoint Education

DECISIONPOINT TEACHER DECISION TOOLS

Remove the barrier.
Keep the thinking.

Adapt one task for learner access, response choice, and meaningful challenge—without lowering the learning goal.

STEP 1

Protect the learning goal

STEP 2

Choose access—not less rigor

Which barriers may get in the way?Choose all that apply.
Which supports should be built in?Choose supports that increase access without supplying the answer.
How may students show their learning?Choose appropriate response options.
Plan for needs, not labels

Describe the barrier the task creates. Do not enter student names, diagnoses, IEP details, or other private information.

STEP 3

Your learner access plan

5 supports selectedSame goal → better access
DECISIONPOINT EDUCATIONLearner access
ACCESS FOR EVERY LEARNER PLAN

CONTEXT
Grade band: 6–8
Subject: Social Studies
Learning goal: Evaluate two sources and defend which provides stronger evidence about the event.
Original task: Students read two primary-source excerpts and write a paragraph explaining which source is more useful to a historian.

KEEP CONSTANT
• The learning goal and required thinking remain the same for every learner.
• Students must use evidence, explain decisions, and demonstrate their own understanding.
• Supports change access—not the intellectual demand of the task.

BARRIERS TO PLAN FOR
• Too much text at once
• Unfamiliar vocabulary
• Difficulty organizing ideas
• Task is not challenging enough

SELECTED ACCESS SUPPORTS
• Chunk the task into checkpoints
• Add a visual organizer
• Provide a vocabulary preview
• Add sentence or discussion stems
• Provide an extension pathway

ADAPTED TASK SEQUENCE
1. ORIENT — State the learning goal in student-friendly language. Preview the final decision students must make.
2. ACCESS — Present directions one step at a time and show the structure of a successful response without supplying its ideas.
3. THINK — Students examine the same core content and record evidence before discussing or responding.
4. RESPOND — Students demonstrate the same learning through one approved response format.
5. VERIFY — Use a brief question or conference to confirm the student can explain the evidence and decisions in the final response.

APPROVED RESPONSE OPTIONS
• Written response
• Oral explanation
• Annotated evidence

GROUPING
Flexible choice
Use groups flexibly and change them when new evidence shows a student needs different support or challenge.

STUDENT DIRECTIONS
Your goal is to: Evaluate two sources and defend which provides stronger evidence about the event.

You will complete the same thinking goal as everyone else. You may use the approved supports and response options provided by your teacher. Be ready to explain what evidence you used, what decision you made, and why.

TEACHER QUALITY CHECK
• Does every version require the same essential understanding?
• Do supports remove an access barrier without doing the thinking for the student?
• Can students show learning in more than one appropriate way?
• Is there a meaningful extension—not simply more work?
• Can the teacher verify understanding from visible student evidence?

Review this plan against student plans, required accommodations, school policy, and your professional knowledge before use.

Review required accommodations and student-specific plans before using this classroom resource.