Targeted and direct instruction in the full range of reading and math skills

Long-term high intensity intervention

Numerous immediate successes in related but untypical reading and math skills

Very different instructional design

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

Targeted and direct instruction in a range of missing skills

Medium to long-term high intensity intervention

Several immediate successes in related but untypical reading and math skills

Novelty, individualized/self paced, and computer-based encouragement fosters re-engagement

Targeted and direct instruction in a few but critical missing skills

Medium to short-term high-intensity intervention

A few quick successes prior to addressing relevant reading and math challenges

Novelty of instruction and manageable instructional units rekindles motivation

Some extra attention to regain focus and engagement

Targeted instruction in higher-order skills

Quick intervention boost to get them over the bar

Something new is motivating enough

Greater amount of focus for a greater amount of time

Don't immediately assume defeat—willing to give it a try

Less disruptive, increased attendance—lower risk of dropping out

Begin to trust the teacher again

Minimal behavioral problems and fewer attempts to avoid tasks

Willingness to take risks—stick at difficult tasks longer despite risk of failure

Show a greater willingness to participate in classes

Seek opportunities to demonstrate abilities

Increased focus, motivation and self-confidence

Re-engaged

Confidence restored

Trusting relations with teacher

In charge of their own learning

Behavioural Proficiency:

A confident, self-assured student

Healthy relationship with their teachers

Trusting

Pursuing opportunities to learn

Skill Proficiency:

A student fluent in the foundations skills of reading and math

Performing at the required level

A student fully engaged in their learning