This report discusses increasing demands on teachers' time, particularly with more students with disabilities in regular education classes, and describes how teachers can use strategies, routines, and support systems to empower students to become more independent and more responsible for their own learning and study. The five underlying principles for the development of the program "More Time to Teach" are presented: routines create predictability so that students can learn to expect and follow consistent patterns; personal awareness is enhanced when students learn that instruction generally adheres to a few basic systems; descriptive rubrics (examples of good work and how they are evaluated) assist students in following exemplary models; learning strategies facilitate students working independently by providing clear, step-by-step procedures; and peer support provides additional guidance and explanations for students in need while training more capable students to be leaders. Specific strategies are presented in a four-step format that includes: (1) a description of a problem area in which students are not working independently or are not taking responsibility; (2) a description of systems that could be utilized to promote student independence and responsibility; (3) instructions that teachers need to follow to develop materials or routines, and (4) a demonstration of how to teach students to utilize, implement, and/or maintain the materials or routines. (CR)