STRENGTH ASSESMENT: Teachers and parents are better able to construct scaffolds of support that provide for appropriate tools of engagement through improved understanding of what a student needs to access the curriculum and what strengths the student possesses.

"Learning how to learn" takes place through fun, as well as opportunities for engagement within an inclusive learning community. Additionally, measurable outcomes linking increased student engagement levels may be seen through:

• Improved attendance: Absences, even excused ones, can signal a lack of student engagement and connection. When students are engaged in the learning process, they often feel a part of the learning community; therefore, will make an effort to be with their classmates.
• Productivity and practice: Students who are engaged in the process of learning relish completing a project. They understand the critical aspects of connecting the dots of their learning through their classwork and homework practice. They feel connected to their learning community and are proud of their ability to contribute; therefore, student behavior tends to be more on task when they are actively engaged learners.
• Fun for everyone: Teachers and students who are actively engaged in learning radiate their happiness through smiles and kindness to one another. This often equates to less referrals and more time spent learning.

With such rewards, engaging our students can provide the basis for long-term success. Through improved understanding of what a student needs to access the curriculum and what strengths the student possesses, teachers and parents are better able to construct scaffolds of support that provide for appropriate tools of engagement. Therefore, rather than providing a simple checklist, naming the action or tool required to support the student, try adding a reason or purpose for accommodations – or modifications to provide a perspective of understanding relative to a student's needs and support their strengths.

CUSTOM COVERAGE : PURPOSING ACCOMMODATIONS

An exhaustive list relative to creating operationalized scaffolds of support could fill a volume of books, but may not necessarily cover all of a student's unique needs. Rather, offered within this article is a launchpad of ideas and examples that teams may customize to their student's unique needs and include:

SUPPORT	PURPOSE
Take weekly spelling test in separate setting	to allow student to experience sounds through kinesthetic/movement.
Opportunity to pass out class/group materials	to support student’s desire to help and be included.
Visual schedule	to lessen anxiety and support memory through student’s visual strength.
Shortened in-class assignments	to support some students’ ability to complete projects with classmates.
ELA tests presented via computer	to support student’s engagement in the testing process.
Teacher provides visual cueing system to student prior to asking direct questions pertaining to the lesson	to support student’s readiness and focus.