Chunk and sequence
Break complex tasks into teachable steps, then reconnect those steps to the full task.
Use professional judgment: Match support to evaluation data, the IEP or 504 plan, student voice, and the instructional setting.
Explicit instruction
State the learning target
Use concrete language and show an example of success before asking students to work independently.
Model your thinking
Demonstrate the task while naming the decisions an expert makes. Keep the model short enough for students to hold in working memory.
Guide, check, release
Provide supported practice, check every learner, and reduce prompts as accuracy improves.
High-impact classroom moves
Multiple ways to respond
When the goal allows it, offer speaking, writing, selecting, demonstrating, or assistive technology.
Specific feedback
Name the successful action and the next adjustment.
Progress monitoring
Choose one observable skill, one consistent measure, and a practical schedule. Review the trend and adjust instruction when the student is not progressing.