Mode of Delivery for Core Instruction (Whole Group, Tier 1): Mode of Delivery for Supplemental Instruction (Small Group, Tier 2):

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1 Mode of Delivery for Core Instruction (Whole Group, Tier 1): Mode of Delivery for Supplemental Instruction (Small Group, Tier 2): Mode of Delivery for Intensive Instruction (Individualized, Tier 3) Independent Learning Skills State goals of the learning process to engage perceptions, emotions, thoughts and actions needed to achieve learning goals Provide prompts and cues to ensure engagement with instructional process Model independent learning skills to show self-regulation of perceptions, emotions, thoughts and actions Adopt proactive, instructive and corrective classroom management and disciplinary practices Correct behavior consistently and fairly Arrange physical environment to remove congestion and facilitate movement of students Externalize problem solving Provide immediate feedback Increase the accountability of others Use positives instead of negatives Anticipate problems and have a plan Practice forgiveness Practice task analysis Teach study skills necessary to meet course requirements Teach organizational/working memory skills Teach homework skills Use positive behavior supports Provide corrective feedback immediately Small group instruction for identified academic deficits Small group instruction for self-monitoring, problem solving, social skills, and behavior regulation Modify assignments to increase the likelihood of success (shorten, build in choice, make more closed-ended) Student progress monitored weekly to identify missing assignments, upcoming deadlines, etc. Use small-group coaching for Tier 2 students to teach making and following homework plans, monitor memory deficits, and/or planning and organizational problems Use peer-tutoring Define target behavior and include criteria for success Explicitly teach, model and rehearse independent learning skills on a regular basis Check-in with the student daily Provide visual reminders of expectations Highly engaging activities Break up extended instructional time and/or focusing on different parts of the strategy.

2 Independent Learning Skills to be Developed Observable Student Characteristics Effective Approaches, Strategies and Supports Difficulty inhibiting responses May blurt out answers May act without thinking Rapid Automatic Naming (poor executive control of language fluency processes) Say or do things without thinking Impulsive Speed through work without thinking Hard for them to receive constructive criticism Believe they are being treated unfairly Overreact Get stressed out over work Cannot determine the steps involved to solve a problem or task Managing frustration and moderating emotions Response Inhibition Cognitive Flexibility Perseveration on thoughts, concepts, or tasks Difficulty shifting tasks; Difficulty multi-tasking Poor Retrieval Cueing Poor Generation Cueing Inability to use multiple self-regulation strategies at one time Want to stick to one way of completing a task Incentive system (positive vs. negative reinforcement) Using checklists/lists Rehearsal strategies Learning cool down procedures Shorter explicit tasks step by step Begin with close ended assignments: fill in the blanks, true/false, word banks Choice with tasks Provide feedback and revision opportunities prior to grading Choices to demonstrate learning Credit all efforts Opportunities to retake failed tests Offer a variety of participation activities Minor errors with little loss (5-10%) of points Teach note-taking, memory strategies, and study skills when necessary Determine triggers Teach ways to manage behavior: Deep breaths Counting Thinking calmly Develop a menu of activities to reduce anxiety Provide choices whenever possible Teach, model and guide students with self-talking strategies Set clear and consistent rules Self-talking through steps of an assignment Thinking out loud, with breaks if needed Make connections between content areas Utilize brainstorming techniques to generate multiple solutions

3 Setting and Achieving Goals Focusing, sustaining and shifting attention to Task Initiation Planning, Organizing, Prioritizing, Activating and Time Management Difficulty with change Difficulty applying a new strategy Difficulty revising a plan Can be inflexible Prefers a familiar routine Get frustrated with first attempts fail Difficulty seeing a new way to do something Difficulty setting appropriate goals and maintaining course Difficulty generating individual strategies for problem solving Reduction in self-generated behaviors Procrastination Poor ability to execute when learning or applying rote knowledge Difficulty noticing when to begin or end a task Have difficulty starting projects until the last minute Not sure how to begin a task Difficulty planning Difficulty organizing Easily overwhelmed Poor planning/organizational skills Inefficient use of time Poor organization of written material Provide graphic organizers with models Utilize several note taking organizational techniques Provide choice Using close-ended tasks Building in variety and choice in tasks Using planners/schedules/checklists/lists Rehearsal strategies Incorporate a cueing system Increase student involvement in decision making Assist students with understanding their own learning profiles Utilize all modalities and techniques Log activities Assist with estimating activities Utilize reflection techniques Assists in areas such as reading comprehension, writing, math, science, history, foreign language, studying and test taking Preferential seating/placement Visual & verbal cues Building in a variety of choice in tasks Ensure assignments are relevant to the learning process Share rationale behind activity or procedure connect the dots Utilize a reward system Assists in areas such as homework, long-term projects, studying and writing Assist with organizing and prioritizing tasks and

4 Abstract Reasoning/Concept Formulation Poor ability to organize when setting up calculations Unmotivated Laziness Disorganized Poor attitude Irresponsibility Stubbornness Have difficulty making or reaching goals Have difficulty making decisions Have difficulty focusing Cannot plan a task or set a priority Easily overwhelmed Gives up easily on multi-part tasks Have difficulty thinking through steps to achieve goal They underestimate a complex task They underestimate the time involved in completing a task Difficulty maintain or keeping track of materials Lose assignments, notebooks, books, etc. Disorganized They may understand the value in organization, but are unable to follow through Spends an inordinate amount of time on activities Use of concrete thinking Difficulty understanding consequences and causeeffect relationships Poor ability to manipulate and retrieve materials, with breaks Building in a variety of choice in tasks Using planners/schedules/lists Ensure structure setting Smaller setting Provide time management aids like: Calendars, clocks, timer, schedules Survey students Teach importance of responsibility Teach attention to detail Assist students with understanding and envisioning endpoint of a task Define targets Assist students with understanding the value of the lesson Assist with assurance to be successful Set distal and proximal goals Set challenging goals with specific outcomes Provide rubrics Create rubrics with students assistance Utilize graphic organizers Create checklists Develop templates Teach problem solving strategies Utilize technology whenever possible Provide and be an example for organizational skills Utilize labels or color coding system Demonstrate reorganization techniques Set time limits Infuse the utilization of a planner Teach perception and estimation of time Preferential seating/placement

5 Utilizing Working Memory and accessing recall Regulating alertness, sustaining effort, and processing speed Attention Control information Difficulties accessing knowledge Forgetfulness Applying rote knowledge Unable to remember information Unable to apply information Difficulty moving onto the next step Difficulty remembering a series of directions Difficulty generating ideas in response to directions Struggles with telling a story in the correct sequence Uses irrelevant details or trouble conveying details in an organized sequence Difficulty retaining information while doing something with it like taking notes while listening Poor attention Distractible Organizing calculations or problems Gets stuck in a situation or on a problem Breaking tasks down into pieces Learning cool down procedures Teach how to anticipate consequences Demonstrate mental evaluation of possible outcome in different situations Apply problem solving strategies Teach how to make a choice based on the likelihood of positive outcomes Assists in areas such as reading comprehension, writing, math, science, history, homework, studying and test taking Using planners/schedules/lists, with breaks Self-talk/Thinking out loud Rehearsal Strategies for memory Utilize bright colors, images, bold letters Ensure repetition, rehearsal, review for long term memory Attach to prior knowledge Use mnemonics Chunk information into smaller related parts Use sentence starters and word banks Provide visual schedules Prior to beginning a lesson review information from the day before Review throughout the lesson to ensure connection Review expectations daily Pair written directions with spoken Break long assignments into smaller tasks Ensure consistency strategies throughout the day or in all content areas Using planners/schedules/lists, with breaks

6 Controlling Emotions/Social Behaviors Self-Monitoring and Self- Regulation/Metacognition Leaves assignment undone Emotional liability Poor frustration tolerance Tendency to blame others Difficulty making or keeping friends Little control of their emotions Difficulty recognizing future consequences Difficulty determining how others feel Difficulty taking responsibility for behavior May behave unacceptable social incompetence Difficulty solving problems Difficulty recognizing consequences Difficulty recognizing nonverbal cues Difficulty in new situations Hard time dealing with failure Poor self-control Reduced insight Difficulty learning from past experiences Fine motor control Lack of automaticity Self-cueing and self-monitoring Difficulty monitory own behavior Difficulty evaluating own performance May not notice there is a problem when completing a task incorrectly May misjudge or have difficulty adjusting to feedback or cues Have difficulty understanding low grades Self-talk/Thinking out loud Preferential seating Teacher proximity to redirect Learning cool down procedures Preferential seating Teach self-generating motivational skills Include praise, recognition and incentive systems Teach body language and non verbal communication skills Teach control over impulsiveness stop and think Teach through situations from start to finishoutcomes Teach recognition of others feelings Teach how to take responsibility for own behavior Teach social skills techniques Teach how to choose the most appropriate action based on social expectations and norms Teach how to carry out tasks involved with making a decision Preferential seating Incentive system Using close ended tasks Self-talk/Thinking out loud Rehearsal strategies Transfer skills learned to student ownership Utilize checklists Utilize a note taking system for reminders Model and guide student through shifting from one task to another Require self monitoring and self reflection techniques

7 Provide additional time for tasks, assignments and assessments to check and/or correct work Have students analyze mistakes Teach how to estimate and visualize potential outcomes to a situation Teach how to analyze cues such sensory information **Typical EF development should be taken into consideration when designing interventions for EF; interventions should move from external to internal as the developmental progression of EF skills moves from external to internal and should match; EF skills can be intervened at either the level of the environment or at the level of the individual