When it comes to inspiring change, simply presenting facts and figures isn’t enough. As Kotter explains, real change happens when we speak to the heart. To inspire action, we need to connect with the hearts of our audience, which includes teachers, parents, and administrators who are deeply invested in our students, particularly those in special education facing significant academic hurdles. This is where the “why” becomes so crucial. It’s not just about explaining what we want to do or how we plan to do it, but about connecting with people on an emotional level and making them feel the urgency.

The Why—

We believe that all students, especially those in special education, deserve personalized learning opportunities that enable them to not only succeed but excel academically— Kotter (2012) emphasizes the importance of connecting emotionally, and this belief taps into the deep-rooted wish to help every child succeed, regardless of the obstacles they face. Parents, teachers, and administrators often feel the weight of standardized assessments like STAAR, knowing how unfair they can be for students with special needs. This feeling of frustration can be channeled into emotional urgency by showing stakeholders, how adaptive learning platforms can transform these students' academic experiences and outcomes.

The How—

We achieve this through the implementation of adaptive learning platforms that offer personalized, data-driven instruction tailored to each student's unique learning styles and needs—addresses the practicality of our plan. Adaptive learning enables us to move away from the “one-size-fits-all” model, replacing it with a dynamic and responsive strategy. These platforms serve as a clear, actionable step forward, illustrating that our approach is not just a vague concept but a well-considered solution that utilizes technology to cater to the specific needs of our special education students. This urgency stems from the understanding that continuing with traditional methods will only leave these students further behind. By taking action now we can provide them with the tools that meet them where they are, ensuring measurable progress.

The What—

We support our special education students in developing the confidence and skills necessary to bridge learning gaps and succeed academically, particularly in standardized assessments such as the STAAR—highlights the results we aim for. Our goal is to see students not just pass, but truly thrive in academic environments that have previously challenged them. This outcome—the growth of confidence and academic skills—will be reflected not only in test scores but also in how these students tackle learning challenges in the future. The urgency is emphasized by highlighting the consequences of failing to act: if we do not adopt these changes, we risk overlooking a group of students who truly deserve better. The time to act is now, and through this innovative plan, we can ensure that our students receive the personalized education they rightfully deserve.

References

Kotter, J. (2013, August 15). Leading change: Establish a sense of urgency. YouTube.

https://www.youtube.com/watch?v=2Yfrj2Y9IlI

Kotter, J. (2011, March 23). The heart of change. YouTube. https://youtu.be/1NKti9MyAAw