Map One Representative Week Before Reducing Any Adult’s Role
Instrument 3: Student Journey Map
Companion to The Child Should Never Experience the Organizational Chart · Updated 2026-09-30
Use this to find where one student’s week depends on adult coordination that may not exist. Choose a student only with appropriate privacy protections and permissions for the intended use, and use a code, not a name (see the privacy page).
- Student code and grade band:
- Week mapped:
Map One Representative Week
Map one representative school week. For each block, fill in one row.
| Block | Location | Instructional purpose | Adult role | Peers or grouping | Transition into and out of the setting | What instruction is missed elsewhere | Information the adult receives before the block | Information the adult produces after it | Which other activity this block depends on |
|---|---|---|---|---|---|---|---|---|---|
| Block 1 | |||||||||
| Block 2 | |||||||||
| Block 3 | |||||||||
| Block 4 | |||||||||
| Block 5 | |||||||||
| Block 6 |
Add rows until the week is complete.
Mark the Breaks
Then mark every place where any of these happens:
| Break | Where in the week it happens |
|---|---|
| The child must restart a routine | |
| The child receives conflicting language or strategies | |
| The child loses instructional time | |
| An adult reconstructs information another adult already has | |
| The family must connect the pieces | |
| No one clearly owns follow-up |
Do not begin by trying to reduce the number of adults. Begin by understanding the dependencies.
Download
- Download the tables as a spreadsheet (CSV)CSV · 728 B