1
Select
Use observation, student work, or a Lab checkup to identify one high-leverage skill—not every unfinished skill at once.
For educators
Target the barrier. Keep the next step teachable.
The Labs are designed as flexible practice tools for older learners who need foundational support—not as a replacement for teacher judgment, explicit instruction, or a comprehensive curriculum.
10–15 minute session model
A simple routine for intervention, stations, or supported independent practice.
2
Model and practice
Briefly teach or review the strategy, then let the student practice with visuals, read-aloud, hints, or reduced choices as needed.
3
Review and respond
Ask what helped, note the error pattern, and decide whether to repeat, reduce complexity, or move to the next step.
Choose by instructional need
Three Labs, different barriers.
| When the barrier is… | Begin with… | Teacher tools |
|---|---|---|
| Decoding, multisyllabic words, fluency, vocabulary, or comprehension | Word Lab Start Here ↗ | Word Lab Teacher area ↗ |
| Number sense, operations, fractions, proportional reasoning, equations, or word problems | Math Lab Start Here ↗ | Math Lab Teacher area ↗ |
| Regulation, social communication, executive skills, conflict, safety, or independence | Life Lab Start Here ↗ | Life Lab Teacher area ↗ |
Differentiate access
Keep the learning target. Change the route.
- Preview vocabulary and directions before independent work.
- Use read-aloud where decoding is not the target.
- Offer larger text, reduced motion, lower visual density, and keyboard access.
- Allow scratch paper, manipulatives, multiplication charts, number lines, and strategy cards.
- Reduce answer choices or problem quantity without reducing dignity.
- Pair the digital task with teacher modeling and a brief verbal reflection.
Observe, do not over-interpret
Use performance as a conversation starter.
Look for strategy use, error patterns, stamina, response to feedback, and transfer—not just percent correct. A Lab result is not a standardized score, diagnostic decision, IEP progress measure, or eligibility determination.
Data note: Review each Lab’s privacy page before classroom use. Prefer anonymous or device-local use when possible, and never enter confidential student information into open text fields.
Before using a Lab with students
Run the device check, review accessibility options, choose one clear instructional purpose, and pilot the activity yourself.