Key Core Work Process (KCWP) 5: Design, Align and Deliver Support Processes - This resource supports educators in strengthening the alignment and coherence of resources, instruction, intervention and supports. It provides clear guidance, a diagnostic entry point for learning, and a structured pathway for developing an actionable plan supported by high‑quality tools. When applied thoughtfully, the resource promotes positive, equitable and inclusive learning experiences through continuous improvement across educational settings.
Reference Potential Activities Aligned to Key Core Work Process 5: Design, Align and Deliver Support Processes as a supporting document.
The Opportunity Myth
The New Teacher Project's Opportunity Myth study reveals that many students, especially those historically underserved, spend the majority of their time on assignments that are below grade level, even when they are capable of more. The research identifies four key commitments that increase access to meaningful learning: strong instruction, grade-appropriate assignments, high expectations, and deep engagement. When these elements come together, students are far more likely to experience the kind of rigorous, relevant learning that leads to real academic growth.
Opportunity Makers
Building on this work, TNTP’s Opportunity Makers study highlights “trajectory-changing schools,” defined as schools making significant progress in closing opportunity gaps. These schools share key elements that support sustained improvement, including a strong sense of belonging for students, consistency in instructional practices and expectations, and coherence across initiatives and systems. Together, these elements create conditions in which high-quality learning opportunities are intentional, aligned, and school wide rather than isolated.
"Close the Gap" to Ensure the Needs of ALL Students are Met
We need to be intentional and specific when planning the necessary learning supports for our students. Kentucky's Multi-Tiered System of Supports (KyMTSS ) is a multi-level prevention system designed to maximize student achievement and social and behavioral competencies through an integration of differentiated core instruction, assessment, and intervention. We should disaggregate and analyze data by our student groups to ensure that we are addressing any gaps and developing targeted plans for support. Gaps can occur if there is disparity in achievement among student groups (Achievement Gap); an inequitable distribution of supports, resources and opportunities (Opportunity Gap); or an imbalance between what a student has actually learned and what they are expected to learn at a particular time, grade or within a course of study (Learning Gap). When providing a multitude of supports, it's necessary to regularly evaluate the effectiveness of these district and school initiatives.