Take a look under the hood of the decision-making and programming process for 1:1 intensive tutoring using Precision Teaching, Direct Instruction, and Curriculum-Based Measurement. This starts with quick wins and establishing assent and client-centered goals. The next step is making decisions about using materials as they are, modifying or building materials, and watching the data closely to calibrate programming for meaningful and measurable learning. This all results in a dynamic, one-hour session for a specific learner where everything we know about the science of learning comes together and not a minute is wasted. Writing is an extremely complex repertoire made up of many tool, component, and composite skills. Learners often have a history of failure that makes establishing assent tricky. Finding ways to gain trust by honoring assent withdrawal and giving lots of choices are critical from the start. Also, having them experience quick wins through watching their performance improve on their Standard Celeration Chart is the key to getting buy-in and showing them that they can learn and grow their skills. These steps alone involve a significant amount of clinical decision-making before the full academic skill program is even developed. This case study will walk through how one learner's program was conceptualized from start to finish including the Direct Instruction, Precision Teaching with frequency-building, and Curriculum-Based Measurement components. Standard Celeration Charts will be shared from different points throughout the intervention.