Each story is written at three developmental levels so adults can match the language and concepts to the learner.
Choose a level based on how much support a learner needs to understand what’s happening — not their age, reading ability, or behavior.
Levels are meant to guide support, not restrict it.
There is no “right” level, and choosing one does not lock you in.
You can always adjust as you learn more.
Why Levels Matter
When understanding breaks down, stress often increases. Adding expectations before a learner has clarity can make situations feel harder rather than more supportive.
Levels help slow things down when needed. They reduce cognitive load, support emotional regulation, and create space for shared understanding before problem-solving or expectations are introduced.
The goal is not progression.
The goal is understanding.
The Levels at a glance
Each level offers a different depth of support. Learners may use different levels for different topics, or move between levels over time.
Supported
Explorers
Foundational Support
Level A is helpful when a learner benefits from:
- simple, concrete language
- clear and predictable structure
- fewer ideas presented at once
- visual and emotional grounding
Stories at this level focus on helping the learner make sense of what is happening and feel safe within the experience.
Meaning
Makers
Growing Understanding
Level B is helpful when a learner can:
- engage with short explanations
- reflect on feelings or experiences with support
- consider choices when they are clearly presented
Stories at this level build understanding while maintaining structure, choice, and emotional safety.
Reflective Self-Advocates
Expanding Perspectives
- process more information at one time
- reflect on perspectives or patterns
- explore nuance with support
Stories at this level support deeper understanding and self-determination, without assuming compliance or emotional readiness.
A note on flexibility
Levels are not a sequence and not a judgment.
A learner might use Level A for one topic and Level C for another. They may move between levels depending on context, stress, or experience.
Support should adjust to the learner — not the other way around.
If something feels like too much, it is okay to step back.
If something feels too simple, it is okay to build from there.