A 12-week executive functioning and academic coaching sequence for middle school students in grades 6–8, strictly based on the 2026–2027 Academic Achievement syllabus. Integrates the six syllabus areas with section-calibrated pacing across all cohorts.
Check for Learning: Students show their screen with 4 properly named course folders and hold up their binder with organized tabs. Teacher signs off on student routine log.
Participation/Growth Check: Record score (1–3) on Preparedness and Class Time Use on class roster.
LUPO Learning Program | Academic Achievement 2026–2027 Page 1 of 2 • Grade 6 Lesson 1 (Tuesday)
LUPO Learning Program • Grade 6 Teacher Guide
Week 1, Lesson 2 (Block Day): Maintain Systems & Priorities
Section 6.1 (Wed) & Section 6.2 (Thu)
No Friday / Monday Assignment
Measurable Objective: Students will independently verify the location of all newly distributed class handouts, execute a 3-minute digital downloads cleanup, identify any incomplete homework, and complete a minimum of 25 min (6.1) or 12 min (6.2) of active coursework.
Grade 6 Emphasis: Reinforces Tuesday's routine so students build automaticity in unpacking, planning, and maintaining materials without waiting for individual teacher commands.
Teacher Direction: Students unpack independently. Observe whether students initiate device/planner setup within 60 seconds without prompting.
Student Prompt: "Open your planner. Review yesterday's entries. Did any teacher announce a new due date or change a deadline? Update it now."
2. Plan [6.1: 7 min | 6.2: 5 min]
Teacher Direction: Students establish their block session goal. Remind students that Academic Achievement is not a study hall—goals must focus on applying strategies to specific course deliverables.
3. Skill Focus: Review, Maintenance & Missing Work Audit [6.1: 15 min | 6.2: 10 min]
Direct Review (6.1: 5m | 6.2: 4m): Review the rule: "A system only works if you reset it daily." Teacher models how to audit the "Downloads" folder and move stray files into their subject folders.
Guided Audit (6.1: 10m | 6.2: 6m): Set a 3-minute timer: students move all unfiled digital documents into subject folders. Set a 3-minute timer: students file any paper handed back on Tuesday/Wednesday. In 6.1, conduct partner file verification check.
4. Academic Work Time: Coursework Execution [6.1: 35 min | 6.2: 15 min]
Application: Sustained coursework application. Students work on their designated priority tasks. Teacher monitors on-task behavior, verifies students with approved supports are using their designated tools, and provides academic coaching.
Check for Learning: Students log completed deliverables on their routine sheet. Teacher verifies that all materials are repacked securely and no assignments remain unaccounted for.
Participation/Growth Check: Record score on Task Management and Independence. Note students who maintained routine independently.
Syllabus Compliance Reminders: • Do not assign homework or tasks for Monday or Friday. • Ensure students with approved ILP/IEP/ISP accommodations have access to approved tools without universal presumption. • Grades reflect participation and routine growth, not external homework completion.
LUPO Learning Program | Academic Achievement 2026–2027 Page 2 of 2 • Grade 6 Lesson 2 (Block Day)
3. Skill Focus: 3-Minute Digital Clean & Paper Purge 15 min
Perform routine maintenance to keep systems functional:
Digital Downloads Audit:
Opened Downloads folder Moved class files into subject folders Emptied trash / deleted duplicates
Paper Handout Sorting:
Filed Tuesday/Wednesday handouts Clipped active homework to front pocket Archived completed notes in 3-ring section
4. Academic Work Time: Sustained Coursework Application 35 min
Document progress and specific assignment sections completed during the block:
5. Check Out & Weekly Wrap-Up 7 min
Are all assignments packed for home study?
Teacher Sign-Off & Participation Score:
Maintenance Verified: [ ] Score: _____ / 3
LUPO Learning Program | Academic Achievement 2026–2027 Page 2 of 4 • Student Materials: 6.1 Wednesday (Full-Length)
TUESDAY • 35 MIN Essential Skill: Binder & Digital Drive Setup
Routine: 5m | 5m | 12m | 10m | 3m
1. Check In & 2. Plan (10 min):
Record top priority assignment and upcoming tests:
3. Skill Focus Setup (12 min):
4 Core Subject Folders in Drive Active Notes Pocket in Binder Loose Papers Purged from Backpack
4. Work Time & 5. Check Out (13 min):
THURSDAY • 39 MIN Essential Skill: System Reset & Focused Work
Routine: 5m | 5m | 10m | 15m | 4m
1. Check In & 2. Plan (10 min):
Review portal for missing work and establish 15m target:
3. Skill Focus Reset (10 min):
Move downloads to subject folders File Wednesday/Thursday handouts Verify all homework is in planner
4. Work Time & 5. Check Out (19 min):
Zero Monday or Friday assignments. Grades reflect in-class participation and routine growth, not homework volume.
LUPO Learning Program | Academic Achievement 2026–2027 Page 3 of 4 • Student Materials: 6.2 Condensed Dual-Session
Teacher Reference & Assessment Card
Grade 6 Week 1: Objectives & Check for Learning
Instructor Use Only
Tuesday Objective (Lesson 1):
Students will unpack school materials, establish 4 subject-specific cloud folders, file loose papers into designated binder sections, and log upcoming deadlines with 100% verification.
Block Day Objective (Lesson 2):
Students will verify location of current handouts, execute a 3-minute digital downloads cleanup, identify incomplete work, and sustain coursework application for the allocated work block.
Check for Learning: Observable Verification Protocols
1. Digital File Screen Audit (Tuesday): Student opens cloud drive to display root directory. Verify exactly four subject folders: Math, ELA, Science, Social Studies. No unfiled coursework on desktop.
2. Physical Binder Audit (Tuesday): Student shows 3-ring binder or pocket system. Confirm all loose papers from backpacks are inside subject dividers; zero crinkled papers at backpack bottom.
3. System Reset Verification (Block Day): Conduct a rapid 30-second peer or teacher check. Downloads folder must contain zero academic files from the current week.
4. Academic Work Time Engagement (Both Days): Verify students are actively working on designated Priority #1 deliverables, not passively browsing or staring at screens.
Section
Meeting Day
Check In
Plan
Skill Focus
Work Time
Check Out
Total
6.1
Tuesday
8 min
7 min
20 min
30 min
7 min
72 min
6.1
Wednesday
8 min
7 min
15 min
35 min
7 min
72 min
6.2
Tuesday
5 min
5 min
12 min
10 min
3 min
35 min
6.2
Thursday
5 min
5 min
10 min
15 min
4 min
39 min
Approved Supports Note: Provide individually approved accommodations (e.g., enlarged font, digital text-to-speech, modified assignment length) only to students with documented ILP, IEP, or ISP plans. Do not apply universal accommodations.
LUPO Learning Program | Academic Achievement 2026–2027 Page 4 of 4 • Teacher Reference & Assessment Card
LUPO Learning Program | Academic Achievement 2026–2027 Page 1 of 2 • Grade 7 Lesson 1 (Tuesday)
LUPO Learning Program • Grade 7 Teacher Guide
Week 1, Lesson 2 (Block Day): System Maintenance & Priorities
Section 7.1 (Wed) & Section 7.2 (Thu)
No Friday / Monday Assignment
Measurable Objective: Students will independently audit portal grades for missing assignments, organize newly submitted files, prioritize end-of-week deadlines, and maintain focused coursework for 39 min (7.1) or 14 min (7.2).
Grade 7 Emphasis: Less prompting on routine execution; students identify missing work independently and formulate their own action steps.
Teacher Direction: Students unpack device, charger, and materials without command. Monitor room readiness. Students check portal for any newly graded items or missing assignment alerts.
2. Plan [7.1: 6 min | 7.2: 4 min]
Teacher Direction: Students formulate a concrete plan for the work block. Emphasize that Academic Achievement is for strategy application and self-coaching, not passive study hall.
3. Skill Focus: Routine Reset & Missing Work Protocol [7.1: 15 min | 7.2: 8 min]
Review & Refine: Mini-instruction on the 48-Hour Missing Work Rule: identify missing item immediately, locate assignment sheet, and draft a respectful inquiry or plan.
Guided Audit: Students conduct a 3-minute sweep of their browser tabs, cloud downloads, and physical folders. Verify that all in-progress homework files are correctly named and located.
4. Academic Work Time: Sustained Coursework Application [7.1: 39 min | 7.2: 14 min]
Application: Extended coursework focus block. Students execute high-priority assignments. Teacher circulates to conduct quick 2-minute conferences on task pacing and approved support access.
5. Check Out: Check for Learning & Exit Log [7.1: 6 min | 7.2: 3 min]
Check for Learning: Students log completed outputs on their weekly routine log, verify that all needed items are packed, and record a self-rating on class time focus.
Syllabus Compliance Reminders: • Zero Monday or Friday assignments. • Refer only to individually approved supports (ILP/IEP/ISP) without universal presumption. • Grades evaluate participation, preparedness, time use, and self-advocacy growth.
LUPO Learning Program | Academic Achievement 2026–2027 Page 2 of 2 • Grade 7 Lesson 2 (Block Day)
Downloads folder completely cleared All handouts filed in subject sections Device desktop clean of stray icons
Missing Work Action Plan:
If missing work exists, note required action step:
4. Academic Work Time: Sustained Coursework Application 39 min
Record tasks worked on and verify submission status:
5. Check Out & Independence Rating 6 min
Self-Rating on Focus (1–5 stars):
Teacher Sign-Off:
Verified: [ ] Score: _____ / 3
LUPO Learning Program | Academic Achievement 2026–2027 Page 2 of 4 • Student Materials: 7.1 Wednesday (Full-Length)
Zero Monday or Friday assignments. Evaluated on preparedness, participation, time use, and task planning.
LUPO Learning Program | Academic Achievement 2026–2027 Page 3 of 4 • Student Materials: 7.2 Condensed Dual-Session
Teacher Reference & Assessment Card
Grade 7 Week 1: Objectives & Check for Learning
Instructor Use Only
Tuesday Objective (Lesson 1):
Students will independently organize digital and physical materials across all enrolled courses, verify calendar deadlines on the portal, and execute coursework with fewer than 2 teacher prompts.
Block Day Objective (Lesson 2):
Students will independently audit portal grades for missing assignments, organize newly submitted files, prioritize deadlines, and maintain focus for the work block.
Check for Learning: Observable Verification Protocols
1. Cross-Class Folder Audit (Tuesday): Student demonstrates cloud drive directory with dedicated folders for all active academic courses. No coursework stored in root Downloads directory.
2. Physical Multi-Subject Binder Check (Tuesday): Student displays organized binder tabs corresponding to current teacher syllabus requirements.
3. Missing Assignment Action Verification (Block Day): Student identifies missing assignments on the portal and formulates an actionable completion step without staff prompting.
4. Task Persistence (Both Days): Evaluates independent task engagement during Work Time (32m in 7.1; 14m in 7.2) with minimal redirections.
Section
Meeting Day
Check In
Plan
Skill Focus
Work Time
Check Out
Total
7.1
Tuesday
8 min
7 min
22 min
32 min
6 min
75 min
7.1
Wednesday
7 min
6 min
15 min
39 min
6 min
73 min
7.2
Tuesday
6 min
6 min
13 min
14 min
4 min
43 min
7.2
Thursday
4 min
4 min
8 min
14 min
3 min
33 min
Approved Supports Reminder: Accommodations (ILP, IEP, ISP) should be utilized proactively by the student with teacher coaching, building toward high school readiness.
LUPO Learning Program | Academic Achievement 2026–2027 Page 4 of 4 • Teacher Reference & Assessment Card
Week 1, Lesson 2 (Block Day): System Maintenance, Priorities & Deep Work
Section 8.1 (Wed) & Section 8.2 (Thu)
Extended 75-Minute Work Block
Measurable Objective: Students will independently verify the submission status of all weekly assignments, purge digital clutter, maintain 42 minutes of uninterrupted academic application, and reflect on their personal work habits.
Grade 8 Emphasis: Full ownership of academic progress, preparation for high school workload demands, and self-directed accommodation usage.
Teacher Direction: Students log into portal to inspect current term grades and teacher comments. Identify any assignment requiring revisions or resubmissions.
2. Plan [8.1 & 8.2: 6 min]
Teacher Direction: Students map out multi-step deliverables for the 42-minute block. Students self-identify if they need to advocate for clarification from subject teachers.
Review & Refine: Teacher facilitates discussion on the "Weekly System Reset" required in high school: clean digital desktop, empty downloads, and organized physical notes.
Guided Sweep: 5-minute timed file maintenance sprint. Students organize all new class handouts and verify cloud backups.
4. Academic Work Time: Deep Work Application Block [8.1 & 8.2: 42 min]
Extended Application: 42 minutes of uninterrupted, deep coursework. Students independently execute essays, labs, or math sets. Teacher holds individual progress checks and monitors study stamina.
Check for Learning: Students complete weekly metacognitive reflection on their routine sheet, evaluating their focus and logging next-step goals.
Syllabus Compliance Reminders: • Zero Monday or Friday assignments. • Refer only to individually approved supports without universal presumption. • Grades evaluate participation, preparedness, time use, and self-advocacy growth.
LUPO Learning Program | Academic Achievement 2026–2027 Page 2 of 2 • Grade 8 Lesson 2 (Block Day)
Support Plan Self-Monitoring:
If using approved supports, confirm tools in place:
4. Academic Work Time: 42-Minute Deep Work Application 42 min
Record deliverables produced during the extended deep work session:
5. Check Out: Metacognitive Reflection 6 min
What study habit supported your focus today?
Teacher Sign-Off:
Verified: [ ] Growth Total: _____ / 3
LUPO Learning Program | Academic Achievement 2026–2027 Page 2 of 4 • Student Materials: Grade 8 Block Day
High School Readiness Portfolio
Grade 8: Weekly Executive Functioning Audit Log
Self-Advocacy Focus
Name: __________________
Section: 8.1 | 8.2
Week #: Week 1
Dates: ________________
High School Readiness Self-Audit (Rate 1–5; 5 = Fully Independent) Syllabus Area: Org & Executive Functioning
Executive Habit
Self-Rating Criteria
Tue
Block
Student Action Step
Material Preparedness
Arrive with charged device, planner, and all needed class tools.
/ 5
/ 5
___________________________
Digital Drive Hygiene
Downloads empty; files named `Course_Title_Date`; folders organized.
/ 5
/ 5
___________________________
Portal & Planner Sync
All tests and project deadlines recorded across all subjects.
/ 5
/ 5
___________________________
Task Persistence
Sustain focus throughout work block without off-task browsing.
/ 5
/ 5
___________________________
Self-Advocacy
Articulate clarification questions or use approved accommodations.
/ 5
/ 5
___________________________
End-of-Week Metacognitive Reflection:
Which organizational strategy helped you maintain focus during the 42-minute deep work block, and what adjustment will you make next week?
No assignments assigned for Monday or Friday. Grades reflect participation, habit growth, and independence.
LUPO Learning Program | Academic Achievement 2026–2027 Page 3 of 4 • Grade 8 Executive Functioning Log
Teacher Reference & Assessment Card
Grade 8 Week 1: Objectives & Check for Learning
Instructor Use Only
Tuesday Objective (Lesson 1):
Students will autonomously audit digital drives, verify all assignment and assessment dates across course syllabi, formulate a session plan, and execute an academic work sprint without verbal prompts.
Block Day Objective (Lesson 2):
Students will independently verify the submission status of all weekly assignments, purge digital clutter, maintain 42 minutes of uninterrupted application, and reflect on study habits.
Check for Learning: Observable Verification Protocols
1. Autonomous File Architecture Audit (Tuesday): Student demonstrates cloud drive directory with nested subject folders and unit subfolders. Zero loose files in root.
2. Planner Synchronization (Tuesday): Student has completely recorded major tests, quizzes, and project checkpoints across all core syllabi.
3. Sustained Deep Work Stamina (Block Day): Monitor the 42-minute work block (8.1 Wed & 8.2 Thu). Students remain on-task without off-task digital tabs or teacher redirection.
4. Metacognitive Exit Reflection (Block Day): Review student's self-audit log and reflection on habit growth and high school preparedness.
Section
Meeting Day
Check In
Plan
Skill Focus
Work Time
Check Out
Total
8.1
Tuesday
5 min
5 min
14 min
13 min
3 min
40 min
8.1
Wednesday
7 min
6 min
14 min
42 min
6 min
75 min
8.2
Tuesday
6 min
5 min
14 min
14 min
4 min
43 min
8.2
Thursday
7 min
6 min
14 min
42 min
6 min
75 min
Self-Advocacy Focus: Grade 8 students are expected to independently request clarification and understand their individually approved accommodations (ILP, IEP, ISP) in preparation for high school.
LUPO Learning Program | Academic Achievement 2026–2027 Page 4 of 4 • Teacher Reference & Assessment Card
1. Personal Ownership: How does having an organized binder or drive make you feel like the pilot of your school day, rather than just reacting to chaos?
2. Internal Pride: Describe a moment this week when being organized gave you quiet satisfaction:
2
Week 2: Routines & Self-Chosen Priorities
Routine: Daily 5-Step Class Flow
Autonomy: I decided what task deserved my energy first [ 1 2 3 4 5 ]
Competence: I followed the 5-step routine without reminders [ 1 2 3 4 5 ]
Purpose: Setting priorities freed up time for things I enjoy [ 1 2 3 4 5 ]
1. The Power of Choice: When you chose to tackle the hardest assignment first, what happened to your stress level?
2. Personal Growth: What is one routine you executed this week for yourself, not just because a teacher asked you to?
LUPO Learning Program | Academic Achievement 2026–2027 Page 2 of 7 • Weeks 1 & 2 Intrinsic Reflections
Syllabus Area 2: Time Management
Weeks 3 & 4: The Joy of Flow & Time Mastery
Focus: Calm Focus
3
Week 3: Time Estimation & Beating the Clock
Routine: Task Breakdown Calculator
Autonomy: I planned backwards from deadlines on my terms [ 1 2 3 4 5 ]
Competence: My time estimates matched actual working time [ 1 2 3 4 5 ]
Purpose: Accurate timing protected my evenings and sleep [ 1 2 3 4 5 ]
1. Self-Awareness: How did knowing how long tasks actually take give you confidence instead of rushing?
2. Overcoming Friction: Think of a task you dreaded. How did breaking it into 15-minute pieces change your mindset?
4
Week 4: Class Time Focus & Deep Engagement
Routine: Focus Leak Auditing
Autonomy: I blocked distractions because my focus is valuable [ 1 2 3 4 5 ]
Competence: I finished high-quality work during class time [ 1 2 3 4 5 ]
Purpose: Finishing in class gave me free time for my passions [ 1 2 3 4 5 ]
1. State of Flow: Describe a time this week when you lost track of time because you were genuinely immersed in a challenge:
2. Self-Respect: What "focus leak" (tabs, wandering, side-talk) did you resist because you respected your own time?
LUPO Learning Program | Academic Achievement 2026–2027 Page 3 of 7 • Weeks 3 & 4 Intrinsic Reflections
Syllabus Area 3: Study Skills
Weeks 5 & 6: True Mastery & Cognitive Pride
Focus: Deep Understanding
5
Week 5: Active Notes & Personal Knowledge Building
Routine: Leitner System & Margin Self-Test
Autonomy: I summarized ideas in my own unique voice [ 1 2 3 4 5 ]
Competence: I can explain this concept to someone else clearly [ 1 2 3 4 5 ]
Purpose: I see how this knowledge explains the real world [ 1 2 3 4 5 ]
1. Meaning-Making: What is one idea you learned this week that actually surprised or intrigued you once you dug in?
2. Self-Testing Satisfaction: How did it feel when you tested yourself without looking and got the answer right?
6
Week 6: Retrieval Practice & Learning from Mistakes
Routine: Brain Dump & Error Analysis
Autonomy: I treated an error as clues, not as a failure [ 1 2 3 4 5 ]
Competence: I pulled information from memory under pressure [ 1 2 3 4 5 ]
Purpose: I am building durable cognitive strength for life [ 1 2 3 4 5 ]
1. Embracing the Struggle: When you made an error on an assessment or practice, how did analyzing it help you understand it more deeply than just getting an easy "A"?
2. Brain Growth: What is one hard concept that used to confuse you, but now feels like second nature?
LUPO Learning Program | Academic Achievement 2026–2027 Page 4 of 7 • Weeks 5 & 6 Intrinsic Reflections
Syllabus Area 4: Assignment & Project Management
Weeks 7 & 8: Craftsmanship & Pride in Completion
Focus: Craftsmanship
7
Week 7: Project Chunking & Personal Vision
Routine: Milestone Ladder
Autonomy: I paced out my own project milestones [ 1 2 3 4 5 ]
Competence: I transformed a massive prompt into clear steps [ 1 2 3 4 5 ]
Purpose: I took genuine creative pride in what I produced [ 1 2 3 4 5 ]
1. The Designer Mindset: When you decomposed a big project into small milestones, how did your feeling shift from dread to creative control?
2. Craftsmanship: What piece of your work this week looked or felt like something you would proudly show a friend or parent?
8
Week 8: Integrity at the Finish Line
Routine: 3-Point Submission Verification
Autonomy: I checked my work against high personal standards [ 1 2 3 4 5 ]
Competence: I verified all requirements before pressing submit [ 1 2 3 4 5 ]
Purpose: My work reflects my effort and values [ 1 2 3 4 5 ]
1. Internal Standards: What is the difference between submitting work just to get it off your plate versus submitting work you actually stand behind?
2. Closure & Peace: How did using the 3-point submission checklist eliminate the anxiety of "Did I attach the right file?"
LUPO Learning Program | Academic Achievement 2026–2027 Page 5 of 7 • Weeks 7 & 8 Intrinsic Reflections
Syllabus Area 5: Self-Advocacy
Weeks 9 & 10: Courage, Voice & True Agency
Focus: Personal Voice
9
Week 9: Asking Questions with Confidence
Routine: 3-Part Clarification Stem
Autonomy: I spoke up because my understanding matters [ 1 2 3 4 5 ]
Competence: I pinpointed the exact roadblock clearly [ 1 2 3 4 5 ]
Purpose: Communicating respectfully built trust with teachers [ 1 2 3 4 5 ]
1. The Courage to Ask: Why is asking a smart, specific clarification question a sign of strength and intellectual curiosity, rather than "not being smart"?
2. Adult Partnership: Describe an interaction this week where a teacher responded positively to your clear, respectful inquiry:
10
Week 10: Owning What I Need to Succeed
Routine: Proactive Accommodation Advocacy
Autonomy: I requested my accommodations in advance [ 1 2 3 4 5 ]
Competence: I used tools that match how my brain thrives [ 1 2 3 4 5 ]
Purpose: Advocating prepared me for real-world independence [ 1 2 3 4 5 ]
1. Self-Understanding: Knowing what conditions (quiet, movement, graphic organizers) help you learn best is a superpower. How did you advocate for your conditions this week?
2. Dignity & Maturity: How does handling your own accommodations make you feel more mature and ready for high school?
LUPO Learning Program | Academic Achievement 2026–2027 Page 6 of 7 • Weeks 9 & 10 Intrinsic Reflections
Syllabus Area 6: Academic Reflection & Goal Setting
Weeks 11 & 12: My Learner Identity & Future Vision
Capstone Synthesis
11
Week 11: Honest Reflection Over External Validation
Routine: Metacognitive Progress Audit
Autonomy: I evaluated my habits without fear of judgment [ 1 2 3 4 5 ]
Competence: I identified real strengths I built with effort [ 1 2 3 4 5 ]
Purpose: I see how my executive habits shape my future [ 1 2 3 4 5 ]
Separating Self-Worth from Scores: When you look past letter grades, what is the most meaningful growth you achieved as a thinker over the past 11 weeks?
12
Week 12: My Future as an Autonomous Learner
The Self-Directed Capstone
Autonomy: I set goals that genuinely matter to me [ 1 2 3 4 5 ]
Competence: I have proven I can master executive skills [ 1 2 3 4 5 ]
Purpose: I am learning to become the person I want to be [ 1 2 3 4 5 ]
1. The Intrinsic Shift: How has your reason for doing schoolwork changed between Week 1 (working for points/parents) and Week 12 (working for your own mastery)?
2. Capstone Learning Pledge: Write your commitment to lifelong curiosity and personal agency:
"Moving forward, I will evaluate my learning not just by the grades I receive, but by __________________________________________________________________________________________________________________ and I will take full ownership of my education because __________________________________________________________________________________________________________________________________________________."
Purpose: Focused on deep capability, not letter grades [ 1 2 3 4 5 ]
Separating Self-Worth from Scores: When you look beyond percentages, what is the most significant growth you notice in yourself compared to Day 1?
12
Week 12: My Future as an Autonomous Learner
Capstone Certification
Autonomy: Set goals aligned with my personal values [ 1 2 3 4 5 ]
Competence: Armed with 12 weeks of proven EF systems [ 1 2 3 4 5 ]
Purpose: Learning to build my own future capability [ 1 2 3 4 5 ]
1. The Intrinsic Shift: How has your reason for engaging in school shifted from "because someone told me to" to "because I want to be capable"?
2. Digital Capstone Commitment (Type your statement below):
"Moving forward, I define academic achievement not just by test scores, but by ___________________________________________________________________________________________________________________________ and I will take full ownership of my daily habits because _______________________________________________________________________________________________________________________________________________."
Digital Verification: Student Completed in Google Classroom ✓ 12-Week Intrinsic Master Certified
LUPO Learning Program | Google Classroom Digital Edition Page 7 of 7 • Digital Capstone & Certification
Guided Practice: Students rehearse the routine sequence in pairs and audit their backpacks/desks.
4. Work Time & 5. Check Out:
Students apply routine protocols to their active coursework. Check for learning: exit audit confirming students logged all tasks and securely stowed materials.
LUPO Learning Program | Academic Achievement 2026–2027 Page 1 of 2 • Week 2 Lesson 1 (Tuesday)
LUPO Learning Program • Week 2 Teacher Guide
Lesson 2 (Block Day): Plan Ahead & Prioritize Responsibilities
Wednesday / Thursday Block
Zero Friday / Monday Classes
Grade-Differentiated Measurable Objectives:
Grade 6: Students will rank 3 current assignments by due date and difficulty, establishing an actionable sequence for the work block.
Grade 7: Students will categorize assignments into a 2x2 priority matrix (Urgent vs. Important) and maintain focused task engagement.
Grade 8: Students will independently schedule upcoming major milestones across a 2-week calendar horizon to eliminate last-minute cramming.
Block Day Section Timings (Application, Review & Extended Work Time)
Section
1. Check In
2. Plan
3. Skill Focus
4. Work Time
5. Check Out
Total Min
6.1 (Wed 9:45–10:57)
8 min
7 min
15 min
35 min
7 min
72 min
6.2 (Thu 11:36–12:15)
5 min
5 min
10 min
15 min
4 min
39 min
7.1 (Wed 1:35–2:48)
7 min
6 min
15 min
39 min
6 min
73 min
7.2 (Thu 9:26–9:59)
4 min
4 min
8 min
14 min
3 min
33 min
8.1 (Wed 11:00–12:15)
7 min
6 min
14 min
42 min
6 min
75 min
8.2 (Thu 11:00–12:15)
7 min
6 min
14 min
42 min
6 min
75 min
1. Check In & 2. Plan:
Audit portal grades and missing assignments. Guide students to identify tasks that must be finished in Academic Achievement versus those to complete at home.
Direct Instruction: Teach the "Must Do / Should Do / Could Do" framework. Model how to identify hidden deadlines (e.g., studying 3 days before a quiz instead of night before).
Guided Practice: Students arrange their active course tasks into the 3 tiers and verify with a partner.
4. Work Time & 5. Check Out:
Sustained coursework application. Check for learning: exit reflection logging completed tasks and confirming weekend readiness with zero homework assigned for Academic Achievement.
LUPO Learning Program | Academic Achievement 2026–2027 Page 2 of 2 • Week 2 Lesson 2 (Block Day)
COULD DO (Long-term / Study Prep):
3. Skill Focus: Planning Ahead Around Deadlines Scheduled Skill Focus
Identify one upcoming test or multi-step assignment. What needs to happen before the final deadline?
4. Academic Work Time: Priority Execution Log Scheduled Work Time
Document the specific "Must Do" deliverables you completed during work time:
5. Check Out & Weekend Readiness Scheduled Check Out
What is your priority when you arrive on Tuesday?
Teacher Verification:
Priorities Checked: [ ] Growth Total: _____ / 3
LUPO Learning Program | Academic Achievement 2026–2027 Page 2 of 3 • Week 2 Lesson 2 (Block Day)
Teacher Reference & Assessment Card
Week 2: Objectives & Check for Learning Guide
Instructor Reference
Tuesday Objective (Lesson 1):
Students will establish and demonstrate mastery of the 3-step daily academic routine (arrival, in-class focus, departure) and apply focus to active coursework.
Block Day Objective (Lesson 2):
Students will categorize coursework responsibilities into a 3-tier priority matrix, plan ahead for upcoming evaluations, and sustain coursework application.
Check for Learning: Observable Verification Protocols
1. Entry Routine Execution (Tuesday): Time students from bell ring to device open and planner on desk. Grade 6 target <2 min; Grade 7 <90 sec; Grade 8 <60 sec without teacher command.
2. Priority Calibration (Block Day): Review student's "Must Do" list. Verify that designated tasks align with real portal deadlines due within the next 24–48 hours.
3. Sustained Coursework Application (Both Days): Verify that students are engaged in academic coursework, referencing approved guided notes or study guides.
4. Clean Departure Protocol (Both Days): Confirm that all physical worksheets are filed into 3-ring binder or pocket folders; zero papers left behind on desks or loose in bags.
Section
Days & Scheduled Times
Tuesday Length
Second Meeting Length
Weekly Total
6.1
Tue 9:45–10:57 / Wed 9:45–10:57
72 min
72 min
144 min
6.2
Tue 2:10–2:45 / Thu 11:36–12:15
35 min
39 min
74 min
7.1
Tue 11:00–12:15 / Wed 1:35–2:48
75 min
73 min
148 min
7.2
Tue 1:21–2:04 / Thu 9:26–9:59
43 min
33 min
76 min
8.1
Tue 12:47–1:27 / Wed 11:00–12:15
40 min
75 min
115 min
8.2
Tue 12:00–12:43 / Thu 11:00–12:15
43 min
75 min
118 min
No Monday or Friday class activities assigned. Grades reflect participation and executive functioning habit growth.
LUPO Learning Program | Academic Achievement 2026–2027 Page 3 of 3 • Week 2 Teacher Assessment Reference
Guided Practice: Students select an assignment from today's classes and break it down into 3 timed chunks on their worksheet.
4. Work Time & 5. Check Out:
Students start timers and execute coursework. Check for learning: exit comparison of Estimated Time vs. Actual Time logged on routine sheet.
LUPO Learning Program | Academic Achievement 2026–2027 Page 1 of 2 • Week 3 Lesson 1 (Tuesday)
LUPO Learning Program • Week 3 Teacher Guide
Lesson 2 (Block Day): Plan Around Deadlines
Wednesday / Thursday Block
Avoiding Last-Minute Work
Grade-Differentiated Measurable Objectives:
Grade 6: Students will back-map a single upcoming due date by identifying 2 preparation steps to complete before the deadline day.
Grade 7: Students will map out competing deadlines across 2 or more subjects, scheduling independent study blocks to avoid last-minute rush.
Grade 8: Students will independently construct a multi-stage project timeline with intermediate checkpoint dates and self-advocate for approved supports if needed.
Block Day Timings: Check In, Plan, Skill Focus, Work Time, Check Out
Section
Check In
Plan
Skill Focus
Work Time
Check Out
Total Min
6.1 (Wed)
8 min
7 min
15 min
35 min
7 min
72 min
6.2 (Thu)
5 min
5 min
10 min
15 min
4 min
39 min
7.1 (Wed)
7 min
6 min
15 min
39 min
6 min
73 min
7.2 (Thu)
4 min
4 min
8 min
14 min
3 min
33 min
8.1 (Wed)
7 min
6 min
14 min
42 min
6 min
75 min
8.2 (Thu)
7 min
6 min
14 min
42 min
6 min
75 min
1. Check In & 2. Plan:
Audit portal for newly announced due dates. Students map out their deliverables for the extended work block.
3. Skill Focus: Back-Mapping Around Deadlines
Direct Instruction: Teach backwards planning: start at the due date and work backward to establish incremental mini-deadlines. Highlight why studying in spaced 20-minute sessions outperforms night-before cramming.
Guided Practice: Students draft a 3-stage back-map for a test or project due next week on their worksheet.
4. Work Time & 5. Check Out:
Students apply their calibrated plan to current coursework. Check for learning: student demonstrates at least one deliverable completed on schedule.
LUPO Learning Program | Academic Achievement 2026–2027 Page 2 of 2 • Week 3 Lesson 2 (Block Day)
Stage 1 (3 Days Before):
Review notes / gather materials:
Stage 2 (2 Days Before):
Active practice / draft work:
Stage 3 (Night Before):
Final quick review / pack bag:
4. Academic Work Time: Deliverables Execution Log Scheduled Work Time
Document the coursework deliverables you completed during today's extended block:
5. Check Out: Weekend & Next-Week Readiness Scheduled Check Out
Are all deadlines for next week transferred to your planner?
Teacher Sign-Off:
Timeline Verified: [ ] Growth Total: _____ / 3
LUPO Learning Program | Academic Achievement 2026–2027 Page 2 of 3 • Week 3 Lesson 2 (Block Day)
Teacher Reference & Assessment Card
Week 3: Time Management Objectives & Evaluation
Instructor Reference
Tuesday Objective (Lesson 1):
Students will estimate completion times in minutes for coursework assignments, test estimates against real-time timers, and calculate variance to calibrate planning.
Block Day Objective (Lesson 2):
Students will back-map an upcoming assignment or assessment deadline into 3 sequential preparation stages, eliminating last-minute cramming.
Check for Learning: Observable Verification Protocols
1. Time Calibration Check (Tuesday): Inspect student's Estimation Table. Verify that student compared Estimated vs. Actual minutes and identified whether they underestimated or overestimated.
2. Back-Mapping Realism (Block Day): Check that Stage 1, 2, and 3 deadlines are dated before the actual assessment date, not clustered the night before.
3. Task Pacing Stamina (Both Days): Observe student engagement during work blocks (30–42 min in longer sections; 10–15 min in condensed sections). Ensure no non-academic browsing.
4. Support Plan Self-Advocacy: Verify that students eligible for individually approved supports (e.g., extended time, chunked deadlines) incorporate those supports into their timeline.
Section
Meeting Days & Times
Tuesday Length
Second Meeting Length
Weekly Total
6.1
Tue 9:45–10:57 / Wed 9:45–10:57
72 min
72 min
144 min
6.2
Tue 2:10–2:45 / Thu 11:36–12:15
35 min
39 min
74 min
7.1
Tue 11:00–12:15 / Wed 1:35–2:48
75 min
73 min
148 min
7.2
Tue 1:21–2:04 / Thu 9:26–9:59
43 min
33 min
76 min
8.1
Tue 12:47–1:27 / Wed 11:00–12:15
40 min
75 min
115 min
8.2
Tue 12:00–12:43 / Thu 11:00–12:15
43 min
75 min
118 min
No homework assigned for Monday or Friday. Grades reflect in-class participation, time estimation growth, and routine adherence.
LUPO Learning Program | Academic Achievement 2026–2027 Page 3 of 3 • Week 3 Teacher Assessment Reference
Guided Practice: Students clean browser windows, bookmark their active assignment, and set a dedicated focus timer.
4. Work Time & 5. Check Out:
Focused independent application. Check for learning: student self-assesses focus on a 1–5 scale and logs specific pages or problems completed.
LUPO Learning Program | Academic Achievement 2026–2027 Page 1 of 2 • Week 4 Lesson 1 (Tuesday)
LUPO Learning Program • Week 4 Teacher Guide
Lesson 2 (Block Day): Adjust Plans & Avoid Last-Minute Work
Wednesday / Thursday Block
Dynamic Plan Adjustment
Grade-Differentiated Measurable Objectives:
Grade 6: Students will identify one assignment falling behind schedule, adjust its timeline on their planner, and complete at least 15 minutes of work to catch up.
Grade 7: Students will assess weekly pacing against real progress, recalibrate study blocks to prevent evening cramming, and sustain focus for 39 min (7.1) or 14 min (7.2).
Grade 8: Students will independently execute project stage adjustments, articulate contingency plans for competing subject demands, and sustain 42 minutes of deep work.
Block Day Timings: Check In, Plan, Skill Focus, Work Time, Check Out
Section
Check In
Plan
Skill Focus
Work Time
Check Out
Total Min
6.1 (Wed)
8 min
7 min
15 min
35 min
7 min
72 min
6.2 (Thu)
5 min
5 min
10 min
15 min
4 min
39 min
7.1 (Wed)
7 min
6 min
15 min
39 min
6 min
73 min
7.2 (Thu)
4 min
4 min
8 min
14 min
3 min
33 min
8.1 (Wed)
7 min
6 min
14 min
42 min
6 min
75 min
8.2 (Thu)
7 min
6 min
14 min
42 min
6 min
75 min
1. Check In & 2. Plan:
Audit portal grades and assignment status. Check if any planned task was incomplete from Tuesday and formulate an adjusted recovery plan.
3. Skill Focus: The "Mid-Course Correction" Protocol
Direct Instruction: Teach how to pivot when an assignment takes twice as long as anticipated: (1) Stop and assess remaining criteria, (2) Reschedule lower-priority tasks, and (3) Dedicate a specific 20-minute sprint to finish core requirements.
Guided Practice: Students review their weekly schedule and identify one task to adjust before the weekend.
4. Work Time & 5. Check Out:
Sustained application to prioritized coursework deliverables. Check for learning: exit reflection confirming adjusted plan is written in planner.
LUPO Learning Program | Academic Achievement 2026–2027 Page 2 of 2 • Week 4 Lesson 2 (Block Day)
Will you need to rush this weekend? If yes, what will you finish Friday?
Teacher Sign-Off:
Pacing Verified: [ ] Growth Total: _____ / 3
LUPO Learning Program | Academic Achievement 2026–2027 Page 2 of 3 • Week 4 Lesson 2 (Block Day)
Teacher Reference & Assessment Card
Week 4: Class Time & Pacing Objectives
Instructor Reference
Tuesday Objective (Lesson 1):
Students will identify personal distractions, establish a closed-tab workspace, and use the "Parking Lot" strategy to sustain work focus throughout class time.
Block Day Objective (Lesson 2):
Students will evaluate their weekly task pacing, make mid-course plan adjustments for lagging assignments, and eliminate last-minute cramming.
Check for Learning: Observable Verification Protocols
1. Classroom Focus Audit (Tuesday): Observe students during independent work time. Check that all non-essential tabs (YouTube, games, unrelated email) are closed and students are using their questions parking lot.
2. Plan Adjustment Realism (Block Day): Review student's Mid-Course Correction Plan. Check that rescheduled deadlines are written down in the planner with realistic completion targets.
4. Support Plan Integrity: Ensure students with approved accommodations (ILP, IEP, ISP) are using their designated supports independently without relying on teacher prompting.
Section
Days & Scheduled Times
Tuesday Length
Second Meeting Length
Weekly Total
6.1
Tue 9:45–10:57 / Wed 9:45–10:57
72 min
72 min
144 min
6.2
Tue 2:10–2:45 / Thu 11:36–12:15
35 min
39 min
74 min
7.1
Tue 11:00–12:15 / Wed 1:35–2:48
75 min
73 min
148 min
7.2
Tue 1:21–2:04 / Thu 9:26–9:59
43 min
33 min
76 min
8.1
Tue 12:47–1:27 / Wed 11:00–12:15
40 min
75 min
115 min
8.2
Tue 12:00–12:43 / Thu 11:00–12:15
43 min
75 min
118 min
No Monday or Friday class activities assigned. Grades evaluate participation, preparedness, time use, and self-advocacy growth.
LUPO Learning Program | Academic Achievement 2026–2027 Page 3 of 3 • Week 4 Teacher Assessment Reference
4. Work Time & 5. Check Out:
Independent application to current academic coursework. Check for learning: student displays guided notes with margin self-test questions completed.
LUPO Learning Program | Academic Achievement 2026–2027 Page 1 of 2 • Week 5 Lesson 1 (Tuesday)
LUPO Learning Program • Week 5 Teacher Guide
Lesson 2 (Block Day): Use Flashcards & Study Guides
Wednesday / Thursday Block
Active Retrieval Tools
Grade-Differentiated Measurable Objectives:
Grade 6: Students will create 8 physical or digital flashcards from current unit vocabulary and practice with a partner using the Leitner 2-pile system.
Grade 7: Students will synthesize multi-concept study guides into flashcards focusing on application and problem-solving, maintaining focus during the work block.
Grade 8: Students will independently construct comprehensive study guides from multiple sources (notes, textbook, portal) and self-administer a timed practice quiz.
Block Day Timings: Check In, Plan, Skill Focus, Work Time, Check Out
Section
Check In
Plan
Skill Focus
Work Time
Check Out
Total Min
6.1 (Wed)
8 min
7 min
15 min
35 min
7 min
72 min
6.2 (Thu)
5 min
5 min
10 min
15 min
4 min
39 min
7.1 (Wed)
7 min
6 min
15 min
39 min
6 min
73 min
7.2 (Thu)
4 min
4 min
8 min
14 min
3 min
33 min
8.1 (Wed)
7 min
6 min
14 min
42 min
6 min
75 min
8.2 (Thu)
7 min
6 min
14 min
42 min
6 min
75 min
1. Check In & 2. Plan:
Audit portal study guides. Students set a clear goal: build at least 8 study cards or complete half of a teacher review packet during today's block.
3. Skill Focus: Flashcard Construction & Self-Quizzing
Direct Instruction: Teach effective flashcard architecture: (1) Prompt on front (concept, question, formula), (2) Short bulleted answer on back (no dense paragraphs), and (3) Leitner Box Sorting (separate mastered cards from cards needing review).
Guided Practice: Students draft their first 4 study cards using current textbook or guided notes content.
4. Work Time & 5. Check Out:
Dedicated coursework and study guide completion. Check for learning: student demonstrates completed flashcard deck or review guide section.
LUPO Learning Program | Academic Achievement 2026–2027 Page 2 of 2 • Week 5 Lesson 2 (Block Day)
Document completed study deliverables (flashcards created, guide questions answered):
5. Check Out: Flashcard Self-Quiz Verification Scheduled Check Out
How many cards did you master on your first attempt?
Teacher Sign-Off:
Study Tool Verified: [ ] Growth Total: _____ / 3
LUPO Learning Program | Academic Achievement 2026–2027 Page 2 of 3 • Week 5 Lesson 2 (Block Day)
Teacher Reference & Assessment Card
Week 5: Study Skills Objectives & Evaluation
Instructor Reference
Tuesday Objective (Lesson 1):
Students will actively process class guided notes by writing self-quiz questions in the margins, synthesize key terms, and test recall.
Block Day Objective (Lesson 2):
Students will construct targeted flashcards or study guides, use the 2-pile retrieval system to test mastery, and sustain focused coursework.
Check for Learning: Observable Verification Protocols
1. Margin Question Quality (Tuesday): Inspect student's guided notes. Confirm that questions require actual conceptual recall rather than trivial word-copying.
2. Flashcard Structure (Block Day): Verify that student's cards follow the rule: concise question on front, bulleted answer on back. Ensure cards are not dense paragraphs.
3. Independent Application Stamina: Verify that students apply study tools directly to real assessments coming up in core classes.
4. Support Plan Integrity: Students with approved accommodations (ILP, IEP, ISP) utilize their approved study aids (e.g., enlarged text, digital flashcard apps, graphic organizers) with increasing independence.
Section
Meeting Days & Times
Tuesday Length
Second Meeting Length
Weekly Total
6.1
Tue 9:45–10:57 / Wed 9:45–10:57
72 min
72 min
144 min
6.2
Tue 2:10–2:45 / Thu 11:36–12:15
35 min
39 min
74 min
7.1
Tue 11:00–12:15 / Wed 1:35–2:48
75 min
73 min
148 min
7.2
Tue 1:21–2:04 / Thu 9:26–9:59
43 min
33 min
76 min
8.1
Tue 12:47–1:27 / Wed 11:00–12:15
40 min
75 min
115 min
8.2
Tue 12:00–12:43 / Thu 11:00–12:15
43 min
75 min
118 min
No Monday or Friday class activities assigned. Grades evaluate participation, preparedness, study tool synthesis, and self-advocacy.
LUPO Learning Program | Academic Achievement 2026–2027 Page 3 of 3 • Week 5 Teacher Assessment Reference
Guided Practice: Timed 3-minute Brain Dump followed by 2-minute gap verification check.
4. Work Time & 5. Check Out:
Coursework application. Check for learning: student displays completed Brain Dump with gap corrections in contrasting ink.
LUPO Learning Program | Academic Achievement 2026–2027 Page 1 of 2 • Week 6 Lesson 1 (Tuesday)
LUPO Learning Program • Week 6 Teacher Guide
Lesson 2 (Block Day): Prepare for Assessments
Wednesday / Thursday Block
Comprehensive Test Preparation
Grade-Differentiated Measurable Objectives:
Grade 6: Students will construct a test-day checklist (calculator, pencils, approved reference sheets) and complete 2 practice test problems under timed conditions.
Grade 7: Students will simulate test conditions by completing a 15-minute practice assessment section without notes, scoring answers against an answer key.
Grade 8: Students will execute an error analysis on previous quiz mistakes, formulate remedial practice problems, and verify test accommodation arrangements.
Block Day Timings: Check In, Plan, Skill Focus, Work Time, Check Out
Section
Check In
Plan
Skill Focus
Work Time
Check Out
Total Min
6.1 (Wed)
8 min
7 min
15 min
35 min
7 min
72 min
6.2 (Thu)
5 min
5 min
10 min
15 min
4 min
39 min
7.1 (Wed)
7 min
6 min
15 min
39 min
6 min
73 min
7.2 (Thu)
4 min
4 min
8 min
14 min
3 min
33 min
8.1 (Wed)
7 min
6 min
14 min
42 min
6 min
75 min
8.2 (Thu)
7 min
6 min
14 min
42 min
6 min
75 min
1. Check In & 2. Plan:
Verify assessment dates on portal. Students determine whether they will practice multiple choice, short answer, or problem solving during the work block.
3. Skill Focus: The Test-Readiness Simulation Drill
Direct Instruction: Model how to approach high-stakes assessments: (1) First Pass: solve all easy questions immediately, (2) Second Pass: tackle harder problems with scratch paper, and (3) Verification: re-check multi-step math and spelling.
Guided Practice: Students solve a sample multi-step problem using the 3-pass method.
4. Work Time & 5. Check Out:
Extended coursework and test prep application. Check for learning: student shows completed practice questions and test-day readiness checklist.
LUPO Learning Program | Academic Achievement 2026–2027 Page 2 of 2 • Week 6 Lesson 2 (Block Day)
5. Check Out: Assessment Confidence Rating Scheduled Check Out
Rate readiness (1–5): What will you review once more?
Teacher Sign-Off:
Readiness Verified: [ ] Growth Total: _____ / 3
LUPO Learning Program | Academic Achievement 2026–2027 Page 2 of 3 • Week 6 Lesson 2 (Block Day)
Teacher Reference & Assessment Card
Week 6: Retrieval & Assessment Preparation
Instructor Reference
Tuesday Objective (Lesson 1):
Students will perform a closed-book retrieval drill ("Brain Dump"), identify knowledge gaps with contrasting ink, and schedule spaced review intervals.
Block Day Objective (Lesson 2):
Students will simulate test conditions, perform error analysis on past mistakes, organize test-day materials, and sustain focused coursework.
Check for Learning: Observable Verification Protocols
1. Retrieval Fidelity (Tuesday): Ensure students keep all notebooks, tabs, and textbooks closed during the Brain Dump. Verify that missed concepts are clearly highlighted in contrasting ink.
2. Error Analysis Quality (Block Day): Review student's analysis of prior quiz errors. Ensure student identifies the cognitive reason (e.g., rushed reading, formula confusion, missed direction) rather than just "I guessed wrong."
3. Test Readiness Simulation: Observe students working through practice questions without consulting friends or devices during the timed simulation block.
4. Individually Approved Supports: Verify that students eligible for testing accommodations (e.g., quiet testing, chunked sections, formula reference sheet) know how to self-advocate for them on test day.
Section
Meeting Days & Times
Tuesday Length
Second Meeting Length
Weekly Total
6.1
Tue 9:45–10:57 / Wed 9:45–10:57
72 min
72 min
144 min
6.2
Tue 2:10–2:45 / Thu 11:36–12:15
35 min
39 min
74 min
7.1
Tue 11:00–12:15 / Wed 1:35–2:48
75 min
73 min
148 min
7.2
Tue 1:21–2:04 / Thu 9:26–9:59
43 min
33 min
76 min
8.1
Tue 12:47–1:27 / Wed 11:00–12:15
40 min
75 min
115 min
8.2
Tue 12:00–12:43 / Thu 11:00–12:15
43 min
75 min
118 min
Zero Monday or Friday class activities assigned. Grades evaluate participation, preparedness, retrieval practice, and test readiness.
LUPO Learning Program | Academic Achievement 2026–2027 Page 3 of 3 • Week 6 Teacher Assessment Reference
Guided Practice: Students apply the 3-step annotation to an active classroom assignment sheet.
4. Work Time & 5. Check Out:
Apply requirements to active coursework deliverables. Check for learning: student displays prompt with circled verbs and boxed criteria.
LUPO Learning Program | Academic Achievement 2026–2027 Page 1 of 2 • Week 7 Lesson 1 (Tuesday)
LUPO Learning Program • Week 7 Teacher Guide
Lesson 2 (Block Day): Break Larger Work into Manageable Steps
Wednesday / Thursday Block
Project Chunking Strategies
Grade-Differentiated Measurable Objectives:
Grade 6: With teacher guidance, students will chunk a multi-day assignment into 3 distinct chronological steps and complete Step 1 during the work block.
Grade 7: Students will independently break down a multi-page project or essay into 4 intermediate milestones with separate due dates in their planner.
Grade 8: Students will autonomously map out an entire research or lab project from outline to final proofing, integrating self-advocacy checkpoints.
Block Day Timings: Check In, Plan, Skill Focus, Work Time, Check Out
Section
Check In
Plan
Skill Focus
Work Time
Check Out
Total Min
6.1 (Wed)
8 min
7 min
15 min
35 min
7 min
72 min
6.2 (Thu)
5 min
5 min
10 min
15 min
4 min
39 min
7.1 (Wed)
7 min
6 min
15 min
39 min
6 min
73 min
7.2 (Thu)
4 min
4 min
8 min
14 min
3 min
33 min
8.1 (Wed)
7 min
6 min
14 min
42 min
6 min
75 min
8.2 (Thu)
7 min
6 min
14 min
42 min
6 min
75 min
1. Check In & 2. Plan:
Audit in-progress multi-step assignments. In Plan, students write down which chunked milestone they will complete during today's block.
3. Skill Focus: The Project Milestone Ladder
Direct Instruction: Teach why large projects cause paralysis: students look at the finished product rather than the next step. Introduce the "Ladder of 4": (1) Gathering Sources / Outline, (2) Rough Draft Section 1, (3) Rough Draft Section 2, (4) Proofing & Formatting.
Guided Practice: Students draft their 4 milestone steps on their worksheet ladder.
4. Work Time & 5. Check Out:
Dedicated coursework execution on Step 1 of the ladder. Check for learning: student verifies completion of Step 1 on their milestone ladder.
LUPO Learning Program | Academic Achievement 2026–2027 Page 2 of 2 • Week 7 Lesson 2 (Block Day)
Step 4: Final Submission Target Date: ____________ Done: [ ]
4. Academic Work Time: Executing Milestone Step 1 Scheduled Work Time
Focus exclusively on Step 1 of your ladder. Document completed deliverables:
5. Check Out: Milestone Verification Scheduled Check Out
Did you finish Step 1? What will you do next Tuesday?
Students will deconstruct an assignment prompt, circle action verbs, underline required evidence, and box formatting guidelines before initiating work.
Block Day Objective (Lesson 2):
Students will break a complex project into 4 chronological milestones with individual calendar target dates, completing Step 1 during work time.
Check for Learning: Observable Verification Protocols
1. Prompt Annotation Quality (Tuesday): Verify that student has marked prompt: action verbs circled, specific evidence underlined, and length/format boxed.
2. Milestone Ladder Viability (Block Day): Check that each of the 4 milestone dates is calendarized before the final deadline, with realistic time buffers.
3. Work Block Application: Confirm that students focus specifically on Milestone Step 1 during independent work time, rather than jumping ahead haphazardly.
4. Support Plan Self-Advocacy: Students with approved accommodations (ILP, IEP, ISP) ensure chunked instructions or extended project checkpoints are reflected on their ladder.
Section
Meeting Days & Times
Tuesday Length
Second Meeting Length
Weekly Total
6.1
Tue 9:45–10:57 / Wed 9:45–10:57
72 min
72 min
144 min
6.2
Tue 2:10–2:45 / Thu 11:36–12:15
35 min
39 min
74 min
7.1
Tue 11:00–12:15 / Wed 1:35–2:48
75 min
73 min
148 min
7.2
Tue 1:21–2:04 / Thu 9:26–9:59
43 min
33 min
76 min
8.1
Tue 12:47–1:27 / Wed 11:00–12:15
40 min
75 min
115 min
8.2
Tue 12:00–12:43 / Thu 11:00–12:15
43 min
75 min
118 min
No homework assigned for Monday or Friday. Grades evaluate participation, preparedness, project chunking, and task management.
LUPO Learning Program | Academic Achievement 2026–2027 Page 3 of 3 • Week 7 Teacher Assessment Reference
4. Work Time & 5. Check Out:
Independent application to incomplete or upcoming deliverables. Check for learning: student displays updated portal log and finished work item.
LUPO Learning Program | Academic Achievement 2026–2027 Page 1 of 2 • Week 8 Lesson 1 (Tuesday)
LUPO Learning Program • Week 8 Teacher Guide
Lesson 2 (Block Day): Complete & Submit Work
Wednesday / Thursday Block
Submission Protocols
Grade-Differentiated Measurable Objectives:
Grade 6: With explicit checklist modeling, students will verify that their name is on their paper, check all rubric questions for completion, and submit via physical tray or portal with teacher confirmation.
Grade 7: Students will self-check completed work against a 4-point submission rubric, verify digital file upload status, and record confirmation numbers.
Grade 8: Students will autonomously execute final proofing protocols, confirm portal turn-in timestamps, and archive graded drafts in subject folders.
Block Day Timings: Check In, Plan, Skill Focus, Work Time, Check Out
Section
Check In
Plan
Skill Focus
Work Time
Check Out
Total Min
6.1 (Wed)
8 min
7 min
15 min
35 min
7 min
72 min
6.2 (Thu)
5 min
5 min
10 min
15 min
4 min
39 min
7.1 (Wed)
7 min
6 min
15 min
39 min
6 min
73 min
7.2 (Thu)
4 min
4 min
8 min
14 min
3 min
33 min
8.1 (Wed)
7 min
6 min
14 min
42 min
6 min
75 min
8.2 (Thu)
7 min
6 min
14 min
42 min
6 min
75 min
1. Check In & 2. Plan:
Audit portal to verify whether submitted items have been registered as received. In Plan, set a clear finish-and-submit target for today's work block.
3. Skill Focus: The Final Submission Verification Drill
Direct Instruction: Teach why 15% of middle school work goes missing after completion: (1) Finished in notebook but never turned in, (2) Turned in without student name, (3) Digital file uploaded to wrong portal folder. Teach the "3-Point Turn-In Check": Name, Correct File Format, Submit Button Clicked.
Guided Practice: Students run a 3-point check on a deliverable ready for submission.
4. Work Time & 5. Check Out:
Sustained work block to complete and submit academic assignments. Check for learning: student displays digital submission confirmation screen or verified turned-in physical paper.
LUPO Learning Program | Academic Achievement 2026–2027 Page 2 of 2 • Week 8 Lesson 2 (Block Day)
4. Academic Work Time: Completion & Submission Log Scheduled Work Time
Document deliverables submitted and timestamp/tray location:
5. Check Out: Clean Turn-In Verification Scheduled Check Out
Are all submitted files archived in subject folders?
Teacher Sign-Off:
Submission Verified: [ ] Growth Total: _____ / 3
LUPO Learning Program | Academic Achievement 2026–2027 Page 2 of 3 • Week 8 Lesson 2 (Block Day)
Teacher Reference & Assessment Card
Week 8: Deadline Monitoring & Submission Guide
Instructor Reference
Tuesday Objective (Lesson 1):
Students will audit portal records to identify any missing, incomplete, or overdue assignments, create an immediate recovery plan, and execute coursework.
Block Day Objective (Lesson 2):
Students will complete active coursework, run the 3-point submission check (Name, Format, Turn-In), and verify portal upload confirmation.
Check for Learning: Observable Verification Protocols
1. Portal Audit Accuracy (Tuesday): Verify that student has checked all course gradebooks, not just their favorite subject. Confirm that missing assignments have an actionable next step.
2. 3-Point Submission Verification (Block Day): Check that submitted work has student name, is properly formatted per teacher directions, and has been uploaded or handed in.
3. Task Pacing Stamina: Ensure students sustain focus across the scheduled work block without waiting passively for teacher assistance.
4. Support Plan Integrity: Students with individually approved accommodations (ILP, IEP, ISP) understand how to confirm that modified deadline or format supports were applied.
Section
Meeting Days & Times
Tuesday Length
Second Meeting Length
Weekly Total
6.1
Tue 9:45–10:57 / Wed 9:45–10:57
72 min
72 min
144 min
6.2
Tue 2:10–2:45 / Thu 11:36–12:15
35 min
39 min
74 min
7.1
Tue 11:00–12:15 / Wed 1:35–2:48
75 min
73 min
148 min
7.2
Tue 1:21–2:04 / Thu 9:26–9:59
43 min
33 min
76 min
8.1
Tue 12:47–1:27 / Wed 11:00–12:15
40 min
75 min
115 min
8.2
Tue 12:00–12:43 / Thu 11:00–12:15
43 min
75 min
118 min
No homework assigned for Monday or Friday. Grades evaluate participation, task tracking, and submission diligence.
LUPO Learning Program | Academic Achievement 2026–2027 Page 3 of 3 • Week 8 Teacher Assessment Reference
"I understand [Step A / Topic], but I get stuck on [Specific Step B], could you clarify [Precise Question]?"
Guided Practice: Present 2 vague student statements (e.g., "This essay makes no sense"). Have students transform them into precision questions using the 3-part stem.
4. Work Time & 5. Check Out:
Students apply the skill to current academic coursework. When stuck, they write down a 3-part question before raising their hand or seeking help. Check for learning: student articulates their formulated question clearly and records the answer obtained.
LUPO Learning Program | Academic Achievement 2026–2027 Page 1 of 2 • Week 9 Lesson 1 (Tuesday)
LUPO Learning Program • Week 9 Teacher Guide
Lesson 2 (Block Day): Communicate Respectfully with Teachers
Wednesday / Thursday Block
Professionalism & Etiquette
Grade-Differentiated Measurable Objectives:
Grade 6: With scripted modeling, students will practice the 5-step in-person teacher check-in protocol (greeting, calm eye contact, specific inquiry, active listening, thank-you) and draft a polite written request note.
Grade 7: Students will compose professional academic emails to subject teachers featuring formal salutations, course/period details, concise inquiry, and polite closing signatures.
Grade 8: Students will autonomously lead a simulated 2-minute proactive conference with an instructor regarding grading clarification or individually approved supports, demonstrating high-school ready academic etiquette.
Block Day Timings: Check In, Plan, Skill Focus, Work Time, Check Out
Section
Check In
Plan
Skill Focus
Work Time
Check Out
Total Min
6.1 (Wed)
8 min
7 min
15 min
35 min
7 min
72 min
6.2 (Thu)
5 min
5 min
10 min
15 min
4 min
39 min
7.1 (Wed)
7 min
6 min
15 min
39 min
6 min
73 min
7.2 (Thu)
4 min
4 min
8 min
14 min
3 min
33 min
8.1 (Wed)
7 min
6 min
14 min
42 min
6 min
75 min
8.2 (Thu)
7 min
6 min
14 min
42 min
6 min
75 min
1. Check In & 2. Plan:
Review teacher feedback on recent assignments or portal comments. In Plan, determine whether an in-person conversation or a formal email is the appropriate channel for academic communication today.
3. Skill Focus: The Professional Communication Standard
Direct Instruction: Contrast disrespectful/ineffective communication (interrupting while teacher teaches, demanding grade changes, emailing "why did u give me an F?") with respectful professional communication: (1) Choose appropriate timing (before/after class, office hours, or email), (2) Use formal greeting ("Dear Mr./Ms. [Name]"), (3) Take ownership ("I noticed on my portal...", "Could you help me understand..."), (4) Propose a concrete solution or meeting time, (5) Polite closing.
Guided Practice: Students draft an email or script an in-person conversation using the 5-point professional template.
4. Work Time & 5. Check Out:
Extended academic work time. If an actual teacher inquiry is pending, student completes draft for teacher review before sending. Check for learning: student demonstrates professional tone, accurate course context, and self-advocacy growth.
LUPO Learning Program | Academic Achievement 2026–2027 Page 2 of 2 • Week 9 Lesson 2 (Block Day)
Do you have an assignment question, feedback to review, or approved support to check in on with a teacher? Specify below:
2. Plan & 3. Skill Focus: The Professional Email & Conference Builder Scheduled Skill Focus
1. Timing
Before/after class or email; never interrupt lecture.
2. Greeting
"Dear Ms./Mr. [Name]," or polite verbal greeting.
3. Context
Name course, period, and exact assignment.
4. Closing
"Thank you," followed by your first & last name.
Draft Practice Academic Email / Conference Script: To: Teacher Name | Subject: Course & Period
LUPO Learning Program | Academic Achievement 2026–2027 Page 2 of 3 • Week 9 Lesson 2 (Block Day)
Teacher Reference & Assessment Card
Week 9: Self-Advocacy & Communication Guide
Instructor Reference
Tuesday Objective (Lesson 1):
Students will identify points of confusion on academic assignments, formulate precision clarification questions using the 3-part stem, and seek teacher help effectively.
Block Day Objective (Lesson 2):
Students will communicate respectfully with teachers in person and via professional email, using formal salutations, concise context, and polite closing signatures.
Check for Learning: Observable Verification Protocols
1. Precision Question Audit (Tuesday): Verify that student does not default to "I don't get it." Confirm they can identify what they understand and specify the exact step causing confusion.
2. Professional Email / Script Quality (Block Day): Review student draft for clear subject line, polite formal salutation, course and period context, and courteous sign-off before sending.
3. Appropriate Timing & Posture: Observe student interactions. Check that students wait for appropriate pauses (never interrupting whole-class instruction) and use calm, constructive body language.
4. Support Plan Integrity: Students with individually approved accommodations practice self-advocating for designated supports (e.g., quiet testing, extended time clarification) using mature language.
Section
Meeting Days & Times
Tuesday Length
Second Meeting Length
Weekly Total
6.1
Tue 9:45–10:57 / Wed 9:45–10:57
72 min
72 min
144 min
6.2
Tue 2:10–2:45 / Thu 11:36–12:15
35 min
39 min
74 min
7.1
Tue 11:00–12:15 / Wed 1:35–2:48
75 min
73 min
148 min
7.2
Tue 1:21–2:04 / Thu 9:26–9:59
43 min
33 min
76 min
8.1
Tue 12:47–1:27 / Wed 11:00–12:15
40 min
75 min
115 min
8.2
Tue 12:00–12:43 / Thu 11:00–12:15
43 min
75 min
118 min
No homework assigned for Monday or Friday. Grades evaluate participation, self-advocacy growth, and respectful communication.
LUPO Learning Program | Academic Achievement 2026–2027 Page 3 of 3 • Week 9 Teacher Assessment Reference
Guided Practice: Guide students through diagnosing what type of support matches their barrier (content re-explanation, exemplars, pacing assistance, or peer modeling).
4. Work Time & 5. Check Out:
Students work on target coursework. Students facing a red barrier raise their signal card or formulate an action plan. Check for learning: student clearly identifies an academic support trigger and outlines the immediate remedy.
LUPO Learning Program | Academic Achievement 2026–2027 Page 1 of 2 • Week 10 Lesson 1 (Tuesday)
LUPO Learning Program • Week 10 Teacher Guide
Lesson 2 (Block Day): Advocate for Approved Accommodations & Supports
Wednesday / Thursday Block
Accommodations & Independence
Grade-Differentiated Measurable Objectives:
Grade 6: With guided reference prompts, students will identify their approved learning supports (e.g., quiet testing, graphic organizers, text-to-speech, chunked assignments) and practice requesting them proactively with subject teachers.
Grade 7: Students will articulate how their approved accommodations enhance task completion, rehearse self-advocacy scripts for testing/writing situations, and verify support implementation ahead of time.
Grade 8: Students will independently evaluate their accommodation usage across semesters, identify gaps where supports were under-utilized, and execute self-advocacy discussions aligned with high school IEP/504 transition expectations.
Block Day Timings: Check In, Plan, Skill Focus, Work Time, Check Out
Section
Check In
Plan
Skill Focus
Work Time
Check Out
Total Min
6.1 (Wed)
8 min
7 min
15 min
35 min
7 min
72 min
6.2 (Thu)
5 min
5 min
10 min
15 min
4 min
39 min
7.1 (Wed)
7 min
6 min
15 min
39 min
6 min
73 min
7.2 (Thu)
4 min
4 min
8 min
14 min
3 min
33 min
8.1 (Wed)
7 min
6 min
14 min
42 min
6 min
75 min
8.2 (Thu)
7 min
6 min
14 min
42 min
6 min
75 min
1. Check In & 2. Plan:
Students identify upcoming summative tests, essay assignments, or presentations. In Plan, students check which approved tools or accommodations apply to those tasks.
3. Skill Focus: Proactive Accommodation Advocacy
Direct Instruction: Teach why advocating in advance (24-48 hours before an exam or due date) is exponentially more effective than asking during the test. Emphasize ownership: "Hi Ms./Mr. [Name], for Thursday's history test, I plan to use my separate quiet setting / extended time. May I confirm where I should report?"
Guided Practice: Students draft their personalized Accommodation Advocacy Script for their specific approved supports.
4. Work Time & 5. Check Out:
Extended academic work time. Students apply learning tools (e.g., organizers, speech-to-text, timers) directly to assignments. Check for learning: student articulates their approved support plan clearly and explains how they will request it.
LUPO Learning Program | Academic Achievement 2026–2027 Page 2 of 2 • Week 10 Lesson 2 (Block Day)
Week: Week 10
Date: ________________
Goal: Know your approved learning accommodations and practice professional, proactive self-advocacy scripts to ensure they are implemented smoothly.
LUPO Learning Program | Academic Achievement 2026–2027 Page 2 of 3 • Week 10 Lesson 2 (Block Day)
Teacher Reference & Assessment Card
Week 10: Support Recognition & Accommodations Guide
Instructor Reference
Tuesday Objective (Lesson 1):
Students will identify red-flag indicators of unproductive academic struggle, determine the appropriate tier of support needed, and seek help before assignments fall behind.
Block Day Objective (Lesson 2):
Students will identify their approved learning supports/accommodations, articulate how those supports function, and practice proactive self-advocacy scripts 24–48 hours ahead of assessments.
Check for Learning: Observable Verification Protocols
1. Red-Flag Accuracy (Tuesday): Verify that the student correctly distinguishes between healthy effort and unproductive spinning. Confirm they have a concrete action step rather than just waiting for the deadline.
2. Accommodation Literacy (Block Day): Review student knowledge of their individual learning supports (IEP, 504, or general executive functioning tools). Ensure the student understands what they are entitled to and how to access it.
3. Proactive vs. Reactive Timing: Coach students to avoid asking for accommodations at the moment a test begins. Confirm that advocacy happens 24 to 48 hours in advance.
4. High School Transition Alignment: In Grade 8 sections, emphasize that high schools require students to self-advocate independently; praise students who initiate communication without teacher prompting.
Section
Meeting Days & Times
Tuesday Length
Second Meeting Length
Weekly Total
6.1
Tue 9:45–10:57 / Wed 9:45–10:57
72 min
72 min
144 min
6.2
Tue 2:10–2:45 / Thu 11:36–12:15
35 min
39 min
74 min
7.1
Tue 11:00–12:15 / Wed 1:35–2:48
75 min
73 min
148 min
7.2
Tue 1:21–2:04 / Thu 9:26–9:59
43 min
33 min
76 min
8.1
Tue 12:47–1:27 / Wed 11:00–12:15
40 min
75 min
115 min
8.2
Tue 12:00–12:43 / Thu 11:00–12:15
43 min
75 min
118 min
No homework assigned for Monday or Friday. Grades evaluate participation, self-advocacy growth, and respectful communication.
LUPO Learning Program | Academic Achievement 2026–2027 Page 3 of 3 • Week 10 Teacher Assessment Reference
Guided Practice: Students complete the 5-Course Grade & Missing Work Audit Table on their worksheet.
4. Work Time & 5. Check Out:
Dedicated coursework time focused on the highest-priority action items discovered during the audit. Check for learning: student articulates their exact grade standing and the single highest-impact task needed to improve.
LUPO Learning Program | Academic Achievement 2026–2027 Page 1 of 2 • Week 11 Lesson 1 (Tuesday)
LUPO Learning Program • Week 11 Teacher Guide
Lesson 2 (Block Day): Identify Strengths & Growth Areas
Wednesday / Thursday Block
Metacognition & Executive Skills
Grade-Differentiated Measurable Objectives:
Grade 6: Using the 5-domain executive functioning matrix (Organization, Time, Study, Projects, Advocacy), students will name 2 validated habits they have established and 1 specific executive habit needing reinforcement.
Grade 7: Students will cross-reference their grade audit data with specific executive functioning behaviors, diagnosing whether past difficulties stemmed from time estimation, study strategy, or project milestone chunking.
Grade 8: Students will compose a self-directed academic capability profile synthesizing cognitive strengths, growth opportunities, and self-management readiness for high school course loads.
Block Day Timings: Check In, Plan, Skill Focus, Work Time, Check Out
Section
Check In
Plan
Skill Focus
Work Time
Check Out
Total Min
6.1 (Wed)
8 min
7 min
15 min
35 min
7 min
72 min
6.2 (Thu)
5 min
5 min
10 min
15 min
4 min
39 min
7.1 (Wed)
7 min
6 min
15 min
39 min
6 min
73 min
7.2 (Thu)
4 min
4 min
8 min
14 min
3 min
33 min
8.1 (Wed)
7 min
6 min
14 min
42 min
6 min
75 min
8.2 (Thu)
7 min
6 min
14 min
42 min
6 min
75 min
1. Check In & 2. Plan:
Review Tuesday's audit findings. In Plan, set today's coursework goals while holding in mind one specific habit strength to leverage and one growth area to target.
3. Skill Focus: The Executive Skill Diagnostic Matrix
Direct Instruction: Facilitate reflection across the 5 domains studied so far: (1) Binder/Drive systems, (2) Routine/Time estimation, (3) Active study & retrieval, (4) Project chunking, (5) Self-advocacy. Help students recognize that every successful student has distinct strengths and targeted growth opportunities.
Guided Practice: Students complete the Strength vs. Growth Inventory and formulate a growth commitment statement.
4. Work Time & 5. Check Out:
Extended coursework work time. Check for learning: student articulates one concrete executive functioning strength and one clearly defined growth target heading into Week 12 goal setting.
LUPO Learning Program | Academic Achievement 2026–2027 Page 2 of 2 • Week 11 Lesson 2 (Block Day)
Name: __________________
Section: [ 6.1 | 6.2 | 7.1 | 7.2 | 8.1 | 8.2 ]
Week: Week 11
Date: ________________
Goal: Self-assess your mastery across the 5 executive functioning domains, celebrate established strengths, and pinpoint high-leverage growth targets for Week 12 action planning.
1. Check In: Growth Mindset Reflection Scheduled Check In
What is one academic habit you do much better today than you did at the beginning of the school year?
2. Plan & 3. Skill Focus: The 5-Domain Executive Skill Matrix Scheduled Skill Focus
4. Academic Work Time: Coursework Execution Log Scheduled Work Time
Apply your designated strength to accomplish today's coursework goals:
5. Check Out: Metacognitive Readiness Scheduled Check Out
How will addressing your #1 growth area help you in the next quarter?
Teacher Sign-Off:
Profile Verified: [ ] Growth Total: _____ / 3
LUPO Learning Program | Academic Achievement 2026–2027 Page 2 of 3 • Week 11 Lesson 2 (Block Day)
Teacher Reference & Assessment Card
Week 11: Academic Reflection & Progress Guide
Instructor Reference
Tuesday Objective (Lesson 1):
Students will conduct a multi-subject grade and missing work audit, identify performance trends, and prioritize high-impact recovery actions.
Block Day Objective (Lesson 2):
Students will evaluate their executive functioning habits across all 5 syllabus domains, identify two verified strengths, and designate one focus area for goal setting.
Check for Learning: Observable Verification Protocols
1. Data Accuracy Audit (Tuesday): Verify that the student recorded exact portal percentages and missing assignment numbers, rather than guessing or approximating.
2. Objective Driver Diagnosis: Check whether the student correctly identifies *why* a grade is low (e.g., zero on test vs. 3 missing daily assignments). Prevent vague excuses like "the teacher is hard."
3. Balanced Self-Reflection (Block Day): Ensure every student identifies genuine strengths alongside growth areas. Guard against excessive self-criticism or dismissive over-confidence.
4. High School Readiness Link: For Grade 8 students, emphasize how transcript trends impact course placement in Grade 9 and coach students to articulate their capability profile with maturity.
Section
Meeting Days & Times
Tuesday Length
Second Meeting Length
Weekly Total
6.1
Tue 9:45–10:57 / Wed 9:45–10:57
72 min
72 min
144 min
6.2
Tue 2:10–2:45 / Thu 11:36–12:15
35 min
39 min
74 min
7.1
Tue 11:00–12:15 / Wed 1:35–2:48
75 min
73 min
148 min
7.2
Tue 1:21–2:04 / Thu 9:26–9:59
43 min
33 min
76 min
8.1
Tue 12:47–1:27 / Wed 11:00–12:15
40 min
75 min
115 min
8.2
Tue 12:00–12:43 / Thu 11:00–12:15
43 min
75 min
118 min
No homework assigned for Monday or Friday. Grades evaluate participation, self-advocacy growth, and respectful communication.
LUPO Learning Program | Academic Achievement 2026–2027 Page 3 of 3 • Week 11 Teacher Assessment Reference
M
A
R
T
Outcome Goal
Executive Process Goal
Guided Practice: Students complete the SMART Formulation Builder on Page 1 of the student worksheet.
4. Work Time & 5. Check Out:
Apply the newly drafted process goal immediately during academic work time. Check for learning: student verifies that both goals meet all 5 SMART criteria without ambiguity.
LUPO Learning Program | Academic Achievement 2026–2027 Page 1 of 2 • Week 12 Lesson 1 (Tuesday)
Grade 6: Students will build a 3-step Action Ladder specifying cue routines (When/Where), daily micro-actions, and a designated check-in buddy or teacher touchpoint to sustain their habit.
Grade 7: Students will formulate an Action Roadmap featuring "If-Then" obstacle mitigation triggers (e.g., "If I get stuck on math homework, then I will consult my guided notes for 5 minutes before messaging the teacher").
Grade 8: Students will complete a comprehensive Strategic Academic Action Plan integrating lead measures (weekly retrieval practice sessions) and lag measures (summative grades), designed for independent execution in Grade 9.
Block Day Timings: Check In, Plan, Skill Focus, Work Time, Check Out
Section
Check In
Plan
Skill Focus
Work Time
Check Out
Total Min
6.1 (Wed)
8 min
7 min
15 min
35 min
7 min
72 min
6.2 (Thu)
5 min
5 min
10 min
15 min
4 min
39 min
7.1 (Wed)
7 min
6 min
15 min
39 min
6 min
73 min
7.2 (Thu)
4 min
4 min
8 min
14 min
3 min
33 min
8.1 (Wed)
7 min
6 min
14 min
42 min
6 min
75 min
8.2 (Thu)
7 min
6 min
14 min
42 min
6 min
75 min
1. Check In & 2. Plan:
Review Tuesday's SMART goals. In Plan, set today's academic focus while preparing to map out the actionable roadmap that will guide the student throughout the remainder of the academic year.
3. Skill Focus: The 4-Part Implementation Architecture
Direct Instruction: A goal without an action plan is just a wish. Teach the 4 elements of successful execution: (1) Cue & Trigger (exact time/place the habit occurs), (2) Micro-Steps (manageable 15-minute bursts), (3) Obstacle Anticipation & "If-Then" Rules, and (4) Accountability Mechanism (tracking log / weekly coach sign-off).
Guided Practice: Students draft their personalized Action Roadmap on Page 2 of the student worksheet.
4. Work Time & 5. Check Out:
Extended coursework work time. In Check Out, students finalize their 12-week portfolio by submitting their verified Action Plan. Check for learning: student demonstrates an actionable plan with identified cues and obstacle protocols.
LUPO Learning Program | Academic Achievement 2026–2027 Page 2 of 2 • Week 12 Lesson 2 (Block Day)
Date: ________________
Goal: Transform goals into sustainable reality by mapping out habit triggers, anticipation of obstacles, "If-Then" protocols, and a weekly accountability system.
1. Check In: Commitment Verification Scheduled Check In
State your primary goal in one sentence and rate your personal determination from 1 to 10:
2. Plan & 3. Skill Focus: The Implementation Roadmap Scheduled Skill Focus
1. Habit Stack (When & Where)
"Immediately after I unpack my backpack at home, I will open my planner and lay out assignments."
My Cue & Trigger: ________________________________________________
2. 15-Minute Micro-Action
"I will set a 15-minute timer to begin the hardest problem without touching my phone."
My Daily Micro-Action: __________________________________________
3. "If-Then" Obstacle Protocol
"If I feel overwhelmed or confused, then I will consult my guided notes for 5 minutes."
4. Academic Work Time: Coursework Execution Log Scheduled Work Time
Execute your coursework plan using your new habit stack and time management protocols:
5. Check Out: 12-Week Capstone Reflection Scheduled Check Out
How will you maintain your executive functioning independence for the rest of the year?
Teacher Sign-Off & Certification:
Action Plan Certified: [ ] Full Sequence Complete: ✓
LUPO Learning Program | Academic Achievement 2026–2027 Page 2 of 3 • Week 12 Lesson 2 (Block Day)
Teacher Reference & Assessment Card
Week 12: Goals & Action Planning Capstone Guide
Instructor Reference
Tuesday Objective (Lesson 1):
Students will translate their self-reflection data into 1 quantifiable course performance goal and 1 concrete executive functioning process goal adhering to all 5 SMART criteria.
Block Day Objective (Lesson 2):
Students will develop an Implementation Action Plan specifying cues, daily micro-habits, "If-Then" obstacle mitigation triggers, and an ongoing weekly accountability routine.
Check for Learning: Observable Verification Protocols
1. SMART Precision Audit (Tuesday): Confirm that each student's goal includes a definite number, specific subject, and deadline date. Intervene if goals are vague (e.g., "try harder").
2. Feasible Habit Stacking (Block Day): Check that the chosen cue links to an existing daily routine (e.g., after arrival, before dinner) so that the habit anchors reliably.
3. Realistic "If-Then" Mitigation: Ensure that students anticipate real obstacles (screen distractions, confusion, fatigue) with practical counter-strategies.
4. 12-Week Portfolio Completion: Verify that students have maintained their tracking logs, binder organization, and routine checklists across the entire 12-week sequence.
Section
Meeting Days & Times
Tuesday Length
Second Meeting Length
Weekly Total
6.1
Tue 9:45–10:57 / Wed 9:45–10:57
72 min
72 min
144 min
6.2
Tue 2:10–2:45 / Thu 11:36–12:15
35 min
39 min
74 min
7.1
Tue 11:00–12:15 / Wed 1:35–2:48
75 min
73 min
148 min
7.2
Tue 1:21–2:04 / Thu 9:26–9:59
43 min
33 min
76 min
8.1
Tue 12:47–1:27 / Wed 11:00–12:15
40 min
75 min
115 min
8.2
Tue 12:00–12:43 / Thu 11:00–12:15
43 min
75 min
118 min
No homework assigned for Monday or Friday. Full 12-week sequence successfully complete.
LUPO Learning Program | Academic Achievement 2026–2027 Page 3 of 3 • Week 12 Teacher Assessment Reference
