1. The CLM Curriculum was developed to provide detailed instructional formats that are designed to systematically strengthen the seven Competent Learner Repertoires (CLRs) of Talking, Listening, Problem Solving, Observing, Participating, Reading and Writing.  It consists of two levels that take the naïve learner from Competent Learner Repertoires that are not established to the establishment and maintenance of all seven CLRs across all appropriate situations.  The completion of the second level of the CLM Curriculum prepares learners to be successful, meeting existing learner expectations at the kindergarten or beginning first grade level of sophistication for normally developing children.  Routine implementation of the Competent Learner Model’s instructional formats has been shown to directly and positively impact the development of the Competent Learner Repertoires.

2. The CLM Course of Study prepares educators and parents to be successful at arranging and rearranging the parts of instructional components so that Competent Learner Repertoires (CLRs) develop and undesirable behaviors are weakened.  The course utilizes instruction supported with video examples within an individualized system that assures educators’ and parents’ mastery of the necessary skills by utilizing performance checkouts by certified CLM Coaches.  The CLM Course of study creates success for parents and educators by helping them select, arrange and rearrange teaching procedures and settings appropriate for learners’ repertoire development.

3. Performance Assessments are called the Competent Learner Repertoire Assessments, and Performance Review Assessments for Educators and Parents.  The CLRAs assist educators to appropriately identify the learner’s strengths and weaknesses across the seven key “learning-to-learn” repertoires.  The Competent Learner Repertoire Assessments have been shown to have concurrent validity with the Vineland Adaptive Behavior Scales, be sensitive to change in learner behavior, and have high inter-observer agreement among educators.  The educators’ and parents’ performance is continually monitored to assess their ongoing performance in the CLM Course of Study and the delivery of what they have learned to do or say to develop their learners’ competencies.

4. Action Management consists of monthly work sessions which are conducted by an Action Management facilitator.  The primary focus of the work sessions is to develop the products and services as outlined in each program’s action plan.  A diverse representation of advisors (e. g., parents, educators, administrators, community service providers) and CLM staff participate in the work sessions.  The facilitator assures that each member’s results and concerns are recorded in a safe work session environment.  The monthly work sessions entail a full day of activity and the agenda normally consists of the following items: 1) Review and/or approval of newly developed products or services for agreed upon results; 2) Work session to develop the products and services; 3) Review the status of the products or services, and 4) Select results to be completed.  Action planning team members may work weekly, in small groups, between the work sessions to further develop their products or services (e.g., Student Competencies assessed).  The small groups are comprised of participants (i.e., educators, parents, community members, & CLM staff) who have the competencies to generate the products.

5. Coaching is utilized to assure mastery of the educators’ and parents’ CLM Course of Study and the eventual oversight of the arranging and re-arranging of the instructional conditions.  The CLM Coaches are trained to implement the Personalized System of Instruction guidelines.  For example tutoring as needed and pacing progress as they monitor their educators’ and parents’ performance.  Tucci Learning Solutions, Inc. is able to conduct Virtual Coaching℠ sessions via the internet.  An educator or parent who requires assistance will be able to have immediate access to a CLM ‘Virtual Coach’ anywhere, any time to assist in solving the problems at hand.  The virtual coach will be able to conduct direct face-to-face chat sessions to assist the educator or parent in formulating strategies.  This ongoing supportive relationship will assure that the educator will always have the technical resources needed to develop the competencies that the learners require to be successful across settings.

6. CLM Collaborative Consultation is the practice of providing assistance to educators and parents by creating awareness of the contingencies operating in a given situation.  An ongoing functional analysis is conducted which enables board certified behavior analysts (BCBAs) to work with educators to determine what rearrangements might best assure for the development of the Competent Learner Repertoires and the weakening of undesirable repertoires.  These rearrangements are then tried with subsequent rearrangements which are developed as needed.  Throughout the consultation process the BCBA recognizes that the real expertise in the situation lies with the educators and parents who live it every day.