Operationally Defining Student Concerns

The first step in helping students overcome challenges

Poor Organization

Memory Problems

Persistent Problems in Math

Poor Planning and Problem solving skills

What Do You Suppose Is This Student’s

Biggest Challenge?Poor Reading Comprehension

Impulsiveness and poor Self-Monitoring

Poor Attention and Focus

Poor Writing Skills

Poor Organization

What are your guesses about why the student has difficulty organizing himself / herself?

Does not know or apply strategies for organizing

Does not stay organized

Procrastinates

Does Not Know or Apply Strategies For Organizing

What makes you think that the student doesn’t know or apply strategies for organizing himself or herself?

Cannot meet deadlines

Cannot organize space and materials

Cannot organize ideas

Cannot Meet Deadlines

Possible issue:

Has not internalized a sense of how long X minutes feels like

Cannot estimate how long tasks might take

Does not prioritize and sequence tasks well

Lacks a system for meeting deadlines and taking breaks

Does not know how to get started

Cannot Organize Space and Materials

Possible issue:

Does not know why task is important

Has poor sorting and classifying skills

Does not have or remember simple rules or patterns for organization

Cannot visualize the finished product or a plan to achieve it

Cannot break tasks down and sequence them

Cannot Organize Ideas

Possible issue:

Does not establish a clear purpose for the tasks

Cannot brainstorm ideas for implementation or establish priorities

Does not know how to refine and revise a plan

Cannot sequence ideas or tasks in a logical way

Does not understand the importance of a first draft plan

Does Not Stay Organized

Possible issue: Cannot transfer skills to unfamiliar settings

Cannot visualize how, when, or where to apply the skills

Is overly dependent on others

Is using an organizing system that doesn’t match personal style

Does not feel payoff is enough to make organization strategies habits

Does not reflect and adjust regularly

Procrastinates

Possible issue:Experiences task paralysis due to anxiety or false beliefs

Avoids boring or difficult tasks

Has an unhealthy fear of criticism or mistakes

Has unclear expectations and priorities

Does not ‘get’ how organization affects success

Lacks self-confidence due to limited success

Memory Problems

What are your guesses about the kind of memory problem(s) this student is experiencing?

Poor encoding to short-term memory

Poor processing in working memory

Poor storage in long-term memory

Poor retrieval from long-term memory

Poor Encoding to Short-Term Memory

Possible issue:

Cannot create visual image of the information

Cannot keep up with the pace of spoken instruction or directions

Misses details and sequences

Cannot break task down into manageable parts

Is distracted by irrelevant information

Cannot switch efficiently from one task to another

Poor Processing in Working Memory

Possible issue:

Cannot hold information long enough to work on it

Cannot keep track of steps in a process

Is unable to see patterns and relationships

Cannot hold information long enough to copy it

Has difficulty matching language with concepts and symbols

Fails to self-correct due to losing focus on purpose and details

Poor Storage in Long-Term Memory

Possible issue:

Relies too much on rote learning

Uses a weak or only one pathway to learn material

Cannot link or categorize new learning with existing knowledge

Does not make the effort when information is not seen as important

Does not ask for help or access resources when stuck

Poor Retrieval From Long-Term Memory

Possible issue:

Lacks the right type or amount of modeling and guided practice

Cannot link to old information (similarities and differences)

Does not see the real-life application

Needs multiple pathways for faster retrieval

Has test anxiety, especially for long tasks

Poor Reading Comprehension

What are your guesses about the main issue(s) regarding this student’s reading comprehension?

Poor word attack skills

Poor automatic word recognition

Poor fluency in oral reading

Poor comprehension

Poor Word Attack Skills

Possible Issues

Cannot link sounds to letters

Experiences spatial confusion, causing reversals

Cannot break down or blend sounds

Cannot break words into syllables

Cannot see patterns in syllables (onset/rhyme, vowel, consonant)

Poor Automatic Word Recognition

Possible Issues

Lacks rich oral language experiences

Has not encountered words multiple times in multiple contexts

Cannot analyze words using roots and affixes

Cannot infer a meaning by using context clues

Does not relate to idioms or other forms of figurative language.

Poor Fluency in Oral Reading

Possible Issues

Cannot read in phrases

Cannot keep track of current place on the page

Ignores punctuation

Does not read with expression

Does not set personal goals and track progress

Poor Comprehension

Possible issue:

Does not set a purpose before reading

Does not make connections to prior knowledge

Cannot create visual images of the information

Does not predict or ask self-questions while reading

Does not know fix-up strategies and when to apply them

Does not self-monitor to see if text makes sense.

Does not remember what was read

Poor Planning and Problem Solving Skills

What are your guesses about why the student has difficulty with planning and problem solving?

Cannot Get Started

Does Not Follow Through

Cannot Get Started

What are your hunches about why the student cannot get started?

Cannot visualize an action plan

Cannot visualize the goal

Has no sense of urgency

Cannot Visualize The Goal

Cannot visualize the final product

Does not think goal is important or reasonable

Does not know how to set goals and sub-goals

Possible root causes include:

Cannot Visualize An Action Plan

Possible root causes include:

Cannot break big task down into small steps

Cannot put steps in logical order

Cannot remember the action plan steps

Cannot stay focused because of unanticipated roadblocks

Has No Sense of Urgency

Possible root causes include:

Does not see the task as relevant or as a priority

Is unable to accurately estimate the time tasks may take

Cannot delay gratification of an immediate want

Feels overwhelmed by and avoids the task

Does Not Follow Through

What are your guesses about why the student doesn’t follow through?

Has no back-up plan when things get hard

Has poor self-monitoring skills

Has No Back Up Plan When Things Get Hard

Possible root causes include:

Cannot anticipate barriers or consequences

Cannot identify resources needed

Does not know when or how to ask for help

Does not have or use fix-up strategies

Is not aware of when he or she needs help

Has Poor Self-Monitoring Skills

Possible root causes include:

Cannot identify attributes of a quality product

Cannot use rubrics and checklists to self-assess

Does not give self credit for small successes

Poor Attention and Focus

What are your guesses about why the student is challenged with paying attention and focusing in class?

Does not know what to focus on

Cannot sustain focus

Has poor transition skills

Does Not Know What to Focus On

Possible issue: Is unable to relate to new things

Lacks a clear purpose for the task

Cannot see similarities to prior knowledge Has

reduced ability to focus due to stress

Does not see the personal importance of the task

Cannot inhibit distracters

Cannot Sustain Focus

Possible issue: Has poor endurance

Cannot break large tasks into manageable chunks

Is overwhelmed when too many skills are required or too much information is given at once

Lacks variety in ways to approach the task

Cannot work for long periods without a break

Lacks enough support to keep frustration manageable

Cannot self-monitor on-task behavior

Has Poor Transition skills

Possible issue: Lacks flexible thinking

Lacks clear goals and priorities

Feels stressed from fear of failure or unknown consequences

Has difficulty stopping one activity in order to start another

Is unable to work without seeing a clear structure or pattern

Cannot use self-talk to plan before acting

Cannot adjust pace or plan to fit a new situation

Poor Writing Skills

What, specifically, is leading you to think this student has poor writing skills?

Poor Fluency

Poor clarity and organization of thought

Weak editing and revision skills

Low Motivation to write

Poor Fluency

What are your guesses about why the student has poor fluency?

Has insufficient handwriting and / or spelling skills

Is unable to apply writing strategies and skills to own writing

Is Unable To Apply Writing Strategies And Skills To Own Writing

Possible issue:

Cannot visualize strategy patterns or how to apply them (goal setting, brainstorming, planning, drafting, editing, and revision

Has not had enough guided practice for applying strategies

Has not learned to transfer skills to unfamiliar situations

Poor Clarity and Organization of Thoughts

What are your guesses about why the student has poor clarity and organization of thoughts?

Does not focus on audience and purpose

Is unable to sequence thoughts

Uses awkward sentence structures and word choices

Uses Awkward Sentence Structures and Word Choices

Possible issue:

Uses run-on or short, boring sentence patterns

Creates poor transitions

Makes boring and unclear word choices

Weak Editing and Revision Skills

Possible issue:

Focuses on too many things at once

Is unable to use a rubric to self-check or give feedback to others

Needs clearer and more frequent feedback

Is unaware of resources that help with revisions and editing

Fails to use feedback to make improvements

Does not see patterns for grammar, spelling, punctuation, or capitalization

Low Motivation to Write

Possible issue:

Feels environment and feedback are too harsh to be supportive

Is overwhelmed by size and complexity of tasks

Needs stronger guidance and support during writing

Does not track growth or types of errors typically made and adjust accordingly

Has little self-confidence in the area of writing

Persistent Problems in Math

What, specifically, is leading you to think this student is challenged with problem solving in math?

Poor problem solving skills

Poor fluency with basic facts

Lack of perseverance

Lack of self-monitoring

Poor Problem Solving Skills

Possible issue:

Cannot read and restate problems in own words

Cannot break complex problems into logical steps

Cannot identify correct operations or useful data

Cannot visualize the structure or patterns of problems

Does not know or apply strategies correctly

Cannot make conjectures and justify thinking

Poor Fluency with Basic Math Facts

Possible issue:

Does not do the right type and amount of practice

Cannot visualize numbers and their relationships

Cannot apply properties of math to make computation easier

Is asked to master new skills before prerequisite skills are in place

Has poor sense of counting and comparison of numbers

Lack of Perseverance

Possible issue:

Has an “I can’t” attitude because of repeated failures

Cannot visualize multiple ways of getting a reasonable result

Does not set personal goals or track progress

Needs frequent breaks to maintain energy and focus

Does not ask for help or access resources when stuck

Gives up because new skills are taught before prerequisite skills are in place

Lack of Self-Monitoring

Possible issue:

Cannot estimate a reasonable answer

Thinks finishing first is important

Does not see the real-life application

Needs modeling, guided practice, and feedback to know how to self-monitor

Does not self-monitor because culture of room is that the teacher is the one who checks the answers

Impulsiveness and poor Self-Monitoring

What is leading you to believe this student has poor self-monitoring skills and/or impulse control issues?

Inability to delay gratification

Inability to cope with frustration or anger

Inability to adjust behavior to a situation

Inability to Delay Gratification

Possible issue:Cannot distinguish feelings from actions or wants from needs

Has trouble internalizing rules and procedures even if he or she knows them

Needs attention or a higher level of stimulation

Is unable to slow down and use self-talk to calm down

Has limited repertoire of appropriate options for respondingNeeds more structure and routine

Reacts before thinking

Is unsure of how actions affect others

Inability to Cope With Frustration or Anger

Possible issue:

Cannot articulate the problem or feelings

Cannot identify what triggers problems or causes stress

Avoids situations that are too difficult or boring

Retaliates for perceived mistreatment

Cannot reframe (see things from a new perspective)

Does not know how to gain power, attention, or control appropriately

Feels discouraged or helpless

Inability to Adjust Behavior to a Situation

Possible issue:

Is unclear about expectations or goals

Cannot accurately predict consequences

Does not pick up on feedback that indicates a need to alter the plan or behaviorNeeds practice for appropriate behavior and responses

Needs corrective feedback for improvement and reinforcement

Is unable to use past experiences and mistakes to self-correct

Is unaware of how own behavior affects others