Structured Studying How Big of a Role Will It Play in Your Classroom? Some traditional models of learning support revolve around providing additional resources and time to help students complete homework and study for upcoming assessments. The MARIO Framework views this support as one of many components that constitute a robust classroom. However, we believe the primary goal of all learning support classrooms should be the holistic growth of our students. In many cases, this class time is the best opportunity students have to understand, manage, compensate for, and potentially leverage their neuroatypical learning profiles. Academic content support doesn't need to be, by default, our primary focus.

Regardless of how much academic content support time your class provides, it makes sense to deliberately structure what this support looks like. Answering a few guiding questions can help you develop a more meaningful structure.
Structured Studying Answer these Questions to Better Define Your Structure How much academic support time is enough?
Is this time for students to work on any assignments or assessments?
Will you personally provide direct academic support or will you be facilitating one-to-one sessions during this time.
Will you have content support specialists available or can you provide a list of teachers that are free to help during this time?
If you are in middle school, is there a group of available and dependable high school students that could offer peer tutoring during this time?
Should students have the freedom to choose 1-2 days to 'opt-out' of the regularly scheduled learning support curriculum to prepare for a particularly significant assessment?
Are You Ready to Pilot the MARIO Framework at Your School?


Additional Components and Important Elements Starters, Transitions, & Final Thoughts Student Support Plans Measuring Your Impact