Develop support with guidance, practice, and feedback.

Guided Development is where learners turn what they have noticed into a practical support approach. CAPES prompts help them work step by step, consider what fits, and refine their response while keeping the student involved.

One lesson. Many ways to grow.Develop — support.

Learning moveDevelop — support.

FormatGuided coaching lab

OutputDraft support plan

FeedbackPrompt, review, revise

Coaching Lab

Build a support approach with Alex—not for him.

Alex has stopped asking questions during math even when his work is unfinished. He has shared that asking publicly feels uncomfortable and that he does not want peers to notice when he needs help. Maria knows Alex responds well to private check-ins, and Mr. Davis is open to support options that work in his classroom.

CAPES principle:
Support the need, not the label.

Development Workspace

Build the support from the need outward. The goal is not to find one perfect answer—it is to create options, keep Alex involved, and refine what you would actually try.

Notice → Build → Develop → Refine

Name what is getting in the way

Describe the barrier without diagnosing Alex or deciding what he needs.

CAPES prompt: Describe before you interpret.

Use Alex's voice

What has Alex told us about what would help—or what he wants to avoid?

CAPES prompt: Keep the young person involved in understanding the need.

Build from strengths and resources

Identify what is already working and who or what can help make support practical.

CAPES prompt: Look for strengths, relationships, routines, and resources you can build on.

Develop options Alex can choose from

Select more than one realistic support. The options should protect privacy and preserve choice.

5. Draft the support

Write the first approach you would try. Make clear where Alex has a choice and how you will check whether the support fits.

CAPES Feedback

Keep Alex in control. Offer choices and ask which option feels most workable to him.
Support the need, not the label. Stay focused on the barrier Alex described rather than explaining it with a diagnosis.
Protect privacy. The support should reduce the need for Alex to ask publicly in front of peers.
Check the fit. Confirm with Alex and Mr. Davis that the approach works in the classroom, then adjust if needed.

CAPES example

Maria could privately offer Alex several ways to ask for help—a message, a written question, or a brief check-in—and ask which options he wants to try. She can then coordinate with Mr. Davis on what fits the classroom and check back with Alex after he has tried the approach.

My CAPES Support Plan

Your working plan brings the need, student voice, strengths, options, and next step together in one place.

What is getting in the way

What Alex shared

Strengths & resources

Support options

Support approach to try

Development reflection: What changed in your plan when you moved from deciding what Alex needed to building support with his voice, strengths, and choices in mind?