Understanding

the Animal
Classifications of
your Students
Cub: <33% Total Brain Score
Cubs are full of life and can be very rambunctious and
playful. However, they are still in their early social and
cognitive developmental stages and require many more
experiences to become successful.

We all children start as cubs. Children at PreK/Kinder with

this classification are considered At-Risk.

How to Support a Cub:

● Use visual aids like a feelings chart for students to use to identify emotions.
● Use cues such as the word “pause” to remind them to stop and think.
● Use visual cues to remind students of the routine.
● Offer clear choices when making a request such as “Please walk” rather than “Don’t run.”
● Use a visual timer to allow students to see the concept of time passing.
● Use a physical object such as a turn-taking stick (e.g., rain stick) or a stuffed animal that
students can pass from one player to the next as it is their turn.
Squirrel: <60% IC
Squirrels come in all sizes and shapes and can be
pretty social and active. However, their impulsive
behavior may impact their overall success.

This is the natural progression from cub. Children at

PreK/Kinder with this classification are considered
Behavioral At Risk.

How to Support a Squirrel:

● Use visuals for students to reference as a check for completion.
● Ask students verbalize what they are going to do and what they think the outcome will be.
● Play games that ask children to identify emotions.
● Allow students to rehearse a new routine while you are close to provide support.
● Provide a visual or verbal cue to remind students of what comes next.
● Allow children to run, jump, climb, etc. before an activity that requires engagement and focus.
Turtle: IC 10% > WM
Turtles are magnificent creatures of all shapes and sizes
and live in several different environments. Although
turtles may have a calm, well-behaved demeanor, with
perseverance and patience, they can learn anything.

Children at PreK/Kinder with this classification are

considered Divergent RTI.

How to Support a Turtle:

● During symbolic play, encourage students to switch between characters that they have been and
new characters that they have to learn about.
● Give students specific expectations of what it means to complete a task.
● Use visual cues to remind students where to put away materials or how to reset an activity.
● Provide a visual schedule for students to follow. When one activity is complete, have a way to
show on the schedule that it is time for the next activity.
● Provide students with only the information that they need to complete the task. Or chunk the
information needed to complete the task into smaller pieces.
Racoon: WM is 10% > IC
Racoons come in all sizes and shapes and can be pretty social
and active. However, their impulsive behavior may impact their
overall success.

This is a divergence from the typical developmental path.

Children at PreK/Kinder with this classification are considered
Divergent Gifted

How to Support a Racoon:

● Model how you pause and think by thinking out loud to the class and then acting.
● Offer clear choices for how they can follow the rules. “When we walk in line we keep our hands
to our side or behind our backs.”
● Have students say the phrases “my turn” and “your turn” on the appropriate turns to remind
them who’s turn it is.
● Encourage students to recognize and name the feelings of others.
● Provide a fidget toy for students during times where they need to sit and listen or focus.
Elephant: WM and IC within 10%
Elephants are calm and confident, have an extremely kind
demeanor, and are incredibly intelligent. They are emotional,
sensitive creatures and are very caring and compassionate
with a great sense of humor.

This is the natural progression from squirrel. Children at

PreK/Kinder with this classification are considered At-Level.

How to Support an Elephant:

● Before an activity have student verbalize what the rule is for the activity.
● When they are selecting their station ask them what they plan to do there and/or how long
they plan to be there.
● Allow students to work independently and to ask for help when needed.
● Have students review their own work/materials before telling you that it is complete.
● Give students examples of small injustices that may happen throughout the day and let them
think of solutions to their problems.
Dolphin: WM and IC both 86%+
Dolphins are extremely intelligent and have a high level
of empathy. They are also generous and social
creatures with highly developed communication skills.

Children at PreK/Kinder with this classification are

considered Mastery.

How to Support a Dolphin:

● Provide students with games or activities that require focus, patience, and restraint to
complete successfully.
● Let children identify/create specific coping skills they can use when they are feeling an
intense emotion.
● Allow students to model, provide hints, or scaffold for those students still developing a skill.
● During play, bring students out of their comfort zone by encouraging them not to be the same
symbolic character every time.
● Give students extra information so that they have to choose what information to use for that
specific task.
 Journey of
Understanding a
Classroom
the Animal
Personas
Journey of a Classroom
Behaviors direct Classroom
Instruction
Training Wheels
Basic IC - student to
participate
(impulse control, self help
skills, emotional control)
6 Weeks
Self Help Skills = yellow or red
Impulse Control = red
Emotional Control, Task
Initiation, Self Monitoring,
Working Memory, Planning,
Organization, and Flexibility =
red, yellow or green
Teacher directs Classroom
Instruction
Normalcy
SH (Ready to Teach)
IC Intelligence Areas
(IC, EC, TI, SM, SH)
6 Weeks
Self Help Skills = green
Impulse Control = yellow
or green
Emotional Control, Task
Initiation, Self Monitoring,
Working Memory,
Planning, Organization,
and Flexibility = red,
yellow or green
Behaviors allow for guided
Classroom instruction
Normalization
FB (ready to teach)
(animal persona
guides activities)
6 Weeks
Self Help Skills = green
Impulse Control,
Emotional Control, Task
Initiation, Self Monitoring
= yellow or green
Working Memory,
Planning, Organization, or
Flexibility = red, yellow or
green
Executive Functions allow for
Student-Centered Instruction
Differentiated
Learning
Extended Content
Teaching Begins
18 Weeks onwards
Self Help Skills = green
Impulse Control, Emotional
Control, Task Initiation, Self
Monitoring, Working Memory,
Planning, Organization, and
Flexibility = yellow or green
How do You Teach a Classroom in Training Wheels?
Behaviors direct Classroom Population of Focus - Cubs
Instruction
What is the Neurocognitive Age of your classroom?

Physical Environment - less is more!

● Academics should not be on the wall. Wall signage and
decorations should consists of
Training Wheel (RED)
○ Class Brain O’ Meter
Basic IC - student to participate ○ Visual schedules
(impulse control, self help skills, ○ Visual aides/Instructions
emotional control)
○ 3 base rules of the classroom Posters (pictures)
● Visuals that will promote students to engage in routines to help
with Self-help skills
● Center boundaries should be clear in a right brain room and
Weeks 1-6 students should have clear space for the station in a left brain
room.
Self Help Skills = yellow or red
○ In a Right Brain room students should understand where
Impulse Control = red
Emotional Control, Task the center boundary ends. Materials belonging to that
Initiation, Self Monitoring, center should not leave that center’s boundary unless
Working Memory, Planning, instructed to do so.
Organization, and Flexibility = ○ In a Left Brain classroom students should be aware they
red, yellow or green must stay in their designated workspace (whether on the
table or floor work-mat; students must keep station
materials in the respective station area.
How do You Teach a Classroom in Training Wheels?
Instruction -
Behaviors direct Classroom
Instruction
Training Wheel (RED)
Basic IC - student to participate
(impulse control, self help skills,
emotional control)
Weeks 1-6
Self Help Skills = yellow or red
Impulse Control = red
Emotional Control, Task
Initiation, Self Monitoring,
Working Memory, Planning,
Organization, and Flexibility =
red, yellow or green
● Self-help activities should be the main focus of circle and should be
involved in the majority of the activities during the work period
○ Arrival/departure routines & transitions should be practiced.
Examples: Appropriate behavior in the hallway, joining group
time, putting up personal items, etc.
● Adequate amount of time should be given to students to do things
independently
○ Opening their snack containers/water bottles, eating, etc.
○ Putting on and taking off their jackets, clothes, backpacks,
shoes, etc.
○ Washing hands, using the restroom, cleaning up their area
● Teachers should have small groups that work on fine motor skills
○ Stations that focus on supporting fine motor skills should be
readily available. Example: Fine Motor activity using cotton
swabs, poke holes in Playdough, etc.
○ Stations that have students practice on Self-Help skills and
Impulse control should be readily available. Example: Dressing
Busy Board, Transferring objects with Pincer Grip, Dry pouring
One-to-One, etc.
● Turn-taking games should be taught and played in the classroom
(should be simple games). Example: Pancake Pile up, Matching games,
Lining up Transition-Telephone Game, etc
○ If turn-taking games are not available, teacher can create
activities that require the students to share or participate in
turn-taking activities. Example: Building blocks one person at a
time, completing a task such as a puzzle as a team, etc.
How do You Teach a Classroom in Training Wheels?
Important Reminders -
Behaviors direct Classroom
Instruction
Training Wheel (RED)
Basic IC - student to participate
(impulse control, self help skills,
emotional control)
Weeks 1-6
Self Help Skills = yellow or red
Impulse Control = red
Emotional Control, Task
Initiation, Self Monitoring,
Working Memory, Planning,
Organization, and Flexibility =
red, yellow or green
● Expectations of the classroom should be clear and at the neurocognitive
age of the students
○ If you teach a PK4 class, but the assessment data reveal the
classroom is at a PK2 neurocognitive age. Your expectations
should be to start at a PK2 level and work with the students to
increase their brain development.
● Identifying Cubs
● The length of circle time
○ Circle should be engaging for the majority of the students (there
may be one outlier), but if 50% or more of the class is not
engaged, it is up to the teacher to integrate strategies that are
designed to make the circle more engaging.
● Use of visuals
○ It is vital that excess on the walls be removed. Emotions may be
put on the wall, but academics on the wall in this phase may be
too stimulating and overwhelming for the students.
○ Visuals should be meaningful and discussed periodically during
the week. Example: Brain –o- Meter
○ Visuals should assist the teacher in teaching new skills,
implementing transitions, or where things in the classroom
belong.
○ Visuals serve as a resource to build self-monitoring skills in
students. It is important that the visuals are clear, accessible, and
meaningful to the students and the teacher.
How do You Teach a Classroom in Normalcy?
Teacher directs Classroom
Instruction Population of Focus - Cubs and Squirrels

Physical Environment -
Normalcy ● Emotion labels should be displayed at students’ eye-level
● Station/Center boundaries should be specific and
SH (Ready to Teach) noticeable for the students
● Classroom rules and expectations should be be very
IC Intelligence Areas specific, easy to remember, and stated consistently
(IC, EC, TI, SM, SH) ● Visual Schedule
● Student work/representations may be displayed at
eye-level
Weeks 7 - 12
● Station boundaries should be clear in a right brain room
Self Help Skills = green and students should have clear space for the station
Impulse Control = yellow
boundary in a Left Brain room
or green
Emotional Control, Task
Initiation, Self Monitoring,
Working Memory,
Planning, Organization,
and Flexibility = red, yellow
or green
How do You Teach a Classroom in Normalcy?
Teacher directs Classroom
Instruction
Normalcy
SH (Ready to Teach)
IC Intelligence Areas
(IC, EC, TI, SM, SH)
Weeks 7 - 12
Self Help Skills = green
Impulse Control = yellow
or green
Emotional Control, Task
Initiation, Self Monitoring,
Working Memory,
Planning, Organization,
and Flexibility = red, yellow
or green
Instruction -
● The main focus of group time should be Impulse Control,
Emotions, and Understanding Emotions
● Teachers should conduct small groups with the cubs
squirrels (based on child profile) on the identification of
emotions.
● Teachers in a classroom that is in the Normalcy stage should
allow students time to start and complete tasks
independently.
● Instructions should be clear and allow students the ability to
follow through with tasks independently or with minimal
guidance.
● Teachers can have small groups or push into stations with
the students and practice sharing and waiting their turns.
Important Reminders -
● When students struggle in a Normalcy classroom,
teachers/coaches should prompt students to ask for help
○ Teachers should not just help students or “bail” them out,
they should provide students with adequate support for
students to be able to complete the task independently
● It is important in a Normalcy classroom for the teacher to begin
providing students more autonomy in their learning.
How do You Teach a Classroom in Normalization?
Behaviors allow for guided
Classroom instruction Population of Focus - Turtles, Elephants, &
Dolphins

Physical Environment -
Normalization ● Student’s learning should be documented and evident in
the classroom
FB (ready to teach) ● DIfferentiation of activities should be on the shelves
(animal persona
● Students should be encouraged to begin and complete
guides activities)
tasks independently
● Students are able to demonstrate concentration, focus,
self-monitoring, independence, and self-regulation
Weeks 12-18 ● Students should be able to care for themselves and their
environment
Self Help Skills = green
Impulse Control,
Emotional Control, Task
Initiation, Self Monitoring
= yellow or green
Working Memory,
Planning, Organization, or
Flexibility = red, yellow or
green
How do You Teach a Classroom in Normalization?
Behaviors allow for guided Instruction -
Classroom instruction ● Instruction will focus on academics as well as
reviewing executive function skills
● Students will be able to collaborate with one another
to complete instructions and tasks
Normalization ● Teachers may differentiate instruction based on the
academic needs of the students
FB (ready to teach) ● Students may also be seen supporting other students
(animal persona ● The focus and concentration in the classroom will be
guides activities) evident by the depth of activity in the classroom

Important Reminders -
Weeks 12-18 ● Provide appropriate choices for students to pick between
● Encourage students to challenge themselves whether its
Self Help Skills = green with materials or situations
Impulse Control,
Emotional Control, Task ● Teachers should support students’ planning skills by
Initiation, Self Monitoring encouraging students to problem solve and providing
= yellow or green critical thinking opportunities
Working Memory,
Planning, Organization, or
Flexibility = red, yellow or
green
How do You Teach a Classroom in Differentiated Learning?
Executive Functions allow for
Student-Centered Instruction
Differentiated
Learning
Extended Content
Teaching Begins
18 Weeks onwards
Self Help Skills = green
Impulse Control, Emotional
Control, Task Initiation, Self
Monitoring, Working Memory,
Planning, Organization, and
Flexibility = yellow or green
Population of Focus - All populations
Physical Environment -
● Students should have space for both individual and
collaborative projects.
● Provide space for students engaged in projects to leave
their work in progress so they can return to it the next day.
● Student planning and representations of learning should
be displayed on the walls and around the classroom.
● Provide a space on the wall or in a notebook for students
engaged in project work to request resources or items for
their projects. When it's not always feasible to meet every
request, have students come up with alternative solutions.
● Locate small group instruction in a space where students
will not be distracted by the other students, but the teacher
is able to observe as needed.
How do You Teach a Classroom in Differentiated Learning?
Executive Functions allow for
Student-Centered Instruction
Differentiated
Learning
Extended Content
Teaching Begins
18 Weeks onwards
Self Help Skills = green
Impulse Control, Emotional
Control, Task Initiation, Self
Monitoring, Working Memory,
Planning, Organization, and
Flexibility = yellow or green
Instruction - Elephants & Dolphins
● Instruction will focus on student-led learning
● Students will dive deeper into academic learning
● Instruction will encourage leadership skills and
project-based learning.
● Teachers should encourage students to take
ownership of their classroom
Instruction - All other students
● While students are engaged in independent learning
or collaborative project learning, teacher can
conduct small group instruction with targeted
groups based on the needs of the students.
● Teachers are able to provide individualized support
for students and better support executive function
and academic development.
Important Reminders -
● Small groups may be assigned by animal classification,
skill or strategy of focus, or by interest.
 Thank you!

Dr. Amber Brown

abrown@fuelingbrains.com