GOAL:

Demonstrate an improved sense of self

Start experiencing small successes, accomplishments, and victories

The feeling of success leads them to stay at a task longer

GOAL:

Get students to engage in their learning

Students that attend to tasks longer begin to be motivated by their success

Increased motivation leads to a greater willingness to take risks—tasks they once avoided because they believed they could not do them, are now attempted

GOAL:

Build healthy student/teacher relationship

Students that are continually successful at tasks begin to trust the teacher again

A healthy relationship starts to form with the teacher—students are more receptive to encouragement

GOAL:

Seek new learning opportunities

Students with more confidence, focus, and motivation begin to demonstrate these characteristics in other classes

Students begin to want to "impress" the teacher—they look for new learning opportunities to prove "they can do it"

Resigned to failure and defeat

Distrustful of teachers and familiar attempts to help

Very disruptive and at high risk of dropping out

Require a very different instructional design

Seemingly simple tasks and limited teacher involvement allows for a willingness to "give it a try"

Failure is expected

Demonstrate learned helplessness—not responsible for own learning

Labeled by peers as "dumb" or incapable

Need targeted and direct instruction in a range of missing skills

Require medium to long-term high intensity intervention

Falling behind their peers

Missing a few critical skills that make reading and math laborious

Require targeted and direct instruction in a few but critical missing skills

Need a few quick successes prior to addressing relevant reading and math challenges

Slightly behind in reading and math development—but at risk of falling further behind

Require a quick intervention boost to get them over the bar

Need targeted instruction in higher-order skills