Advocating for support from teachers, peers, technology and other sources

Coach and model for learners how to identify and advocate for their needs according to degrees of urgency
Example: A teacher works with his class to create anchor charts that give suggestions for how learners can know if they need support and provides prompts for how to ask for help.

Actively encourage learners to independently problem-solve by seeking help from peers, technology and other sources
Example: A teacher establishes a classroom culture of “Three Before Me,” in which learners must seek help from three other sources before consulting the teacher.

Establish routines for regular learner-led conferences
Example: A teacher sets up a rotation of short, five-minute check-ins with learners throughout the week for them to vocalize their progress and needed supports. Experienced learners teach others how to be more effective in learner-led conferences.

Actively nurture a class culture of self and team advocacy
Example: A teacher guides learners to reflect on their rights and identify barriers to their learning. Learners then work individually or as a collective group to advocate to the proper authorities for changes or expanded privileges.

Provide a system for learners to provide their status and request support
Example: A teacher gives each learner a popsicle stick and flag to decorate. When the learner needs assistance, he/she places it in the “up” position to notify the teacher and peers that help is needed.