The Plan

The goal is to:

Improve reading and writing skills

Reduce frustration and avoidance behaviors

Increase engagement and independence

Support faster task initiation

Support Faster Task Initiation (Reduce Latency)

Step 1: Provide clear, step-by-step instructions both verbally and visually.
Step 2: Use a timer or visual countdown to prompt Matt to begin work within a set time.
Step 3: Implement a “start-up routine” (e.g., take out materials → open assignment → begin first question).
Step 4: Give immediate prompts or cues if Matt does not begin within a few minutes.
Step 5: Reinforce quick starts with positive feedback or small rewards.

Improve Reading and Writing 

Step 1: Assess Matt’s current reading level and writing abilities using informal assessments (running records, writing samples).
Step 2: Provide text-to-speech tools like NaturalReader text to speech so Matt can listen to texts while following along.
Step 3: Use guided reading strategies (chunking text, highlighting key ideas, pre-teaching vocabulary).
Step 4: Incorporate graphic organizers from ReadWriteThink to help structure his writing.
Step 5: Allow alternative responses (typed responses, audio responses) to reduce writing pressure while building skills.

Reduce Frustration and Avoidance Behaviors

Step 1: Break assignments into smaller, manageable tasks with clear directions.
Step 2: Provide choices (e.g., which passage to read or how to respond) to increase control and motivation.
Step 3: Use positive reinforcement when Matt stays on task or attempts work.
Step 4: Provide frequent check-ins to prevent frustration from building.
Step 5: Use audio-supported reading and scaffolded assignments to ensure tasks are at his instructional level.

Increase Engagement and Independence

Step 1: Incorporate interactive tools like Quizlet study tool for vocabulary and comprehension practice.
Step 2: Use structured platforms like Google Classroom so Matt can independently access assignments and materials.
Step 3: Set clear expectations for independent work before peer interaction.
Step 4: Gradually reduce teacher support as Matt builds confidence (scaffolding → independence).
Step 5: Encourage goal-setting (e.g., completing a task independently before asking for help).

Standards

 

  • CC.1.2.9.A – Determine and analyze central ideas in a text
  • CC.1.2.9.B – Cite strong textual evidence to support analysis
  • CC.1.4.9.A – Write informative/explanatory texts
  • CC.1.4.9.U – Use technology to produce and publish writing