ACLT Institute
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Map a student or family access journey
Find barriers between enrollment, course participation, assessment, and support.
Starter draft for review. Use as a conversation or planning aid.
Pick one outcome
State a task in the person's words: enroll a child, read an assignment, complete a lab activity, submit an assessment, use a library reading, or join a family meeting. Choose one journey that a team can improve.
Map the steps and owners
- Discover the service or learning opportunity and understand its instructions.
- Sign in, enroll, register, or obtain the necessary materials.
- Read, watch, listen, interact, and participate in the activity.
- Submit work, receive feedback, or complete the transaction.
- Find accessible help and follow up when a step fails.
Repeat these fields at each handoff
Step and intended result; person using it; page, material, or system; responsible team; barrier observed; evidence and review scope; effect on participation; accessible assistance route; action owner; review date.
Invite participation accessibly
Work with the institution's student engagement and accessibility partners. Arrange accessible participation, appropriate consent and safeguarding processes, and recognition of expertise. Use de-identified summaries in working tools. Keep student records in approved institutional systems.
Use context-specific prompts
- K–12: can a caregiver use the portal, understand a school notice, and participate in a meeting? Can a learner open and complete the classroom activity?
- Higher education: can a learner complete registration, access a licensed reading, submit an assignment, and receive feedback across departmental systems?
Close one loop
Agree an improvement, a named owner, and a way to confirm the task works. Review with affected participants, then change the handoff or recurring practice that allowed the barrier to persist.
ACLT connection: participation makes the consequences of organizational decisions visible across team boundaries.