Ms. Jones has configured her 45 minute intervention time into 15-minute rooting learning stations. She is exploring strategies to ensure that students who are not involved with her at the intervention table work independently. She does not want students to interrupt her and impede the progress of the students at the intervention table. Ms. Jones needs to communicate directions and expectations to students so that they can transition smoothly from one activity to the next. What strategy would be most helpful in helping Ms. Jones accomplish her goal? A. Ring a bell or play music at 15 minute intervals and repeat instructions briefly at each transition. B. Record the names of students who interrupts during instructional time and record their behavioral infraction on the classroom behavior chart. C. Post a menu of activities available at each learning station and spend time rehearsing procedures needed to complete each activity and transition from one activity to another. D. Appoint student leaders to explain assignments at each station, lead the transitions from one activity to another and approach the teacher with questions as necessary.

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