Persistence with Complex Tasks

Instructional Strategies

  • Work with the student to set small, short-term goals that lead to the completion of a complex task. Have the student monitor completion using a checklist.
  • Teach the student problem-solving skills.
  • Ensure that the student has the requisite skills to complete the task.
  • Teach, model, and reinforce a growth mindset.
  • Praise effort and risk-taking. Explicitly model and recognize the impact of effort on achievement.
  • Ensure that the student is clear on the directions and expectations of the task.
  • Have the student track his/her effort and the impact on achievement.
  • When a student is struggling, use the Pause, Prompt, Praise method: Pause- ask the student to stop working and discuss why he/she is having difficulty; Prompt- provide the student with a specific suggestion; Praise- if the suggestion leads to improvement.
  • Do not praise the student for completion of easy tasks, as this can undermine achievement by lowering the perception of the student’s ability.
  • Utilize a structured check in-check out (CICO) procedure (see link to google drive with resources at bottom of video)
  • Teach the student the Goal-Obstacle-Plan-Do-Review Script:
    • What do you want to accomplish? What will it look like when done?
    • This might be hard because…
    • We need a plan. First we’ll do this, then this, and so on.
    • Do it
    • Review it. How did it work out? How could we make it better?

Scaffolds

  • Break down the task into smaller components to allow the student to achieve success.

Additional Resources

Focus Area/Sample SMART Goal/Sample Tier 2 Intervention Plan:

Focus Area

Sample SMART Goal

Sample Tier 2 Intervention Plan

Goal-directed persistence

Student will improve in his ability to set a goal, determine the steps needed to achieve the goal, and follow through on the plan from 0/5 times to ⅗ times as measured by observation by December 2020.

Teach the student to follow the Goal-Obstacle-Plan-Do-Review Script:

  1. What do you want to accomplish? What will it look like when done?
  2. This might be hard because…
  3. We need a plan. First we’ll do this, then this, and so on.
  4. Do it
  5. Review it. How did it work out? How could we make it better?
Persistence with complex tasks

Student will increase the completion of complex tasks from 20% to 75% as measured by a goals checklist by June 2020.

 

  • Teachers will help the student to set an achievable but somewhat challenging goal for each of consecutive 5 minute work periods (e.g. 3 math problems, 5 sentences, etc.) after ensuring he understands the assignment. 
  • Using a timer, the student will monitor his/her work for 5 minutes.
  • At the end of each 5 minute work period, the teacher will check in with the student to provide feedback and set a new goal.
  • The student will use a checklist at the end of each 5 minute period to note whether the goal was achieved.

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