# data[].attributes.body
Accommodations level the playing filled just like a stool help shorter students reach books on a high book shelf. This means that the student's learning environment is being changed to fit their needs without changing the curriculum and expectations.

# data[].attributes.custom_properties.9Uip0M9s
HLP 13 making adaptations to curriculum tasks and materials for specific learning goals can be used for accommodations when those adaptations do not change the expectations of the student. https://highleveragepractices.org/hlp-13-make-adaptations?_gl=1*10kcb37*_ga*MTcwODY0NjU5OS4xNjc4ODkyNjE0*_ga_L4ZFTNESGT*MTY4OTM1MzEzMy41NS4xLjE2ODkzNTM2ODMuNTQuMC4w. The first three HLPs also apply to accommodations as they are all about collaboration, planning, and securing the needed services for the student, which are all necessary to find and implement effective accommodations that best suit the student. https://highleveragepractices.org/sites/default/files/2020-10/Collaborationfinal.pdf?_gl=1*7xba5o*_ga*MTcwODY0NjU5OS4xNjc4ODkyNjE0*_ga_L4ZFTNESGT*MTY4OTI5MDQ4Ny41My4wLjE2ODkyOTA0ODcuNjAuMC4w. 

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Accommodations are provided to students who have built in barriers that interfere with their ability to access or communicate what is being taught.  

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- Extra time to complete assignments or tests. - Preferential seating. - Having a test read to the student when not testing their reading ability.

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"What should teachers know about accommodations for students with disabilities?" is an informative article about accommodations. It covers everything from what accommodations are to how they are used and their affects. https://iris.peabody.vanderbilt.edu/module/acc/cresource/q1/p01/#content  

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Adaptations are the changes made to instructions, assessments, and testing that allows a student an equal opportunity demonstrate or achieve learning goals. It is a term that includes accommodations and modifications.

# data[].attributes.custom_properties.9Uip0M9s
The first three HLPs apply to adaptations because it requires collaboration with professionals to increase student success, organized and facilitated effective meetings with professionals and families, and collaboration with families to support student learning and secure needed services to be effective. These HLPs work with the other HLPs and EBP, such as scaffolding, to create a learning environment that promotes the success of the student through enhancing their abilities. https://highleveragepractices.org/sites/default/files/2020-10/Collaborationfinal.pdf?_gl=1*7xba5o*_ga*MTcwODY0NjU5OS4xNjc4ODkyNjE0*_ga_L4ZFTNESGT*MTY4OTI5MDQ4Ny41My4wLjE2ODkyOTA0ODcuNjAuMC4w. 

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Adaptations are provided to students whose disabilities cause functional barriers that interfere with their ability to access or communicate grade‑level curriculum

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- Allowing a student to take a test in a different room. - Teaching a different grade level material to that student. - Allowing the student the use or speech to text, spell check or a calculator.

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"HLP #13: Make adaptations" is a video that goes into what adaptations are and gives examples of adaptation as both accommodations and modifications. This video also goes into the components of adaptations and steps to create, document and maintain them. https://highleveragepractices.org/hlp-13-make-adaptations?_gl=1*10kcb37*_ga*MTcwODY0NjU5OS4xNjc4ODkyNjE0*_ga_L4ZFTNESGT*MTY4OTM1MzEzMy41NS4xLjE2ODkzNTM2ODMuNTQuMC4w

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Differentiation instruction is a tailored teaching approach. Just like tailoring a suit makes it fit a specific body perfectly, tailoring the teaching approach makes the instructions fit the different learning needs of a student while maintaining the learning standards.

# data[].attributes.custom_properties.9Uip0M9s
The first three HLPs apply to differentiation instruction as collaboration and planning are necessary to decide the best differentiation for the students. https://highleveragepractices.org/sites/default/files/2020-10/Collaborationfinal.pdf?_gl=1*7xba5o*_ga*MTcwODY0NjU5OS4xNjc4ODkyNjE0*_ga_L4ZFTNESGT*MTY4OTI5MDQ4Ny41My4wLjE2ODkyOTA0ODcuNjAuMC4w. Differentiation instruction goes hand in hand with HLP # 17: use flexible grouping because the groups can change based on the lesson to make sure that each student is in the group that fits their needs for that lesson. https://highleveragepractices.org/hlp-17-use-flexible-grouping?_gl=1*rs5u4v*_ga*MTcwODY0NjU5OS4xNjc4ODkyNjE0*_ga_L4ZFTNESGT*MTY4OTM1MzEzMy41NS4xLjE2ODkzNTM2NzcuNjAuMC4w

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Differentiation instruction is for all students to insure that they can access and meaningfully interact with grade-level knowledge no matter what their background or ability is.

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- letting students choose who to do a report on given specific guidelines. - Learning stations that give students different learning styles to understand the lesson. - Allowing a student to use audiobooks instead of reading the printed text. 

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"Individualized Instruction VS. Differentiated Instruction" is an article that goes into how differentiated instruction is different. By explaining these differences it also helps to improve one's understanding of what differentiated instruction is. https://www.understood.org/en/articles/individualized-instruction-vs-differentiated-instruction.

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Interventions ensures the students ability to learn just a doctor proscribed treatment ensures a patient's health. This means that students are being given specific skill-building strategies that help them learn, acquire, increase, or improve the skills being taught.

# data[].attributes.custom_properties.9Uip0M9s
The first three HLPs (collaboration, planning, meetings) help educators identify the need for intervention and find the one that fits the students needs and situation the best. https://highleveragepractices.org/sites/default/files/2020-10/Collaborationfinal.pdf?_gl=1*7xba5o*_ga*MTcwODY0NjU5OS4xNjc4ODkyNjE0*_ga_L4ZFTNESGT*MTY4OTI5MDQ4Ny41My4wLjE2ODkyOTA0ODcuNjAuMC4w. Depending on the decisions that come from the first three HLPs, those HLPs could be paired with HLPs 9, 10, 16, 19, 20, and 21 that deal with types of instruction, instructional tools and skills that use EBPs such as modeling, task analysis, prompting, and technology‑aided intervention. https://iris.peabody.vanderbilt.edu/resources/high-leverage-practices/

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Interventions are for students who need targeted support, based on performance data, despite having received high‑quality initial instruction.

# data[].attributes.custom_properties.qasoDK10
- working with a student one-on-one for a set amount of time each week doing evidence-based lesson to improve a skill, such as reading. - Working with a small group of students to increase their accuracy in math. - Implementing a study group to help students gain study skills they may not have, but that will help them to succeed academically.

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Modifications change the game just like adding a tee for players to hit the ball from changes the game from baseball to T-ball. This means that the curriculum is being alter to reduce or lower the learning expectations.

# data[].attributes.custom_properties.9Uip0M9s
The first three HLPs are about collaboration with professionals and families to enhance and support the student's education, and planning to gain all necessary services for the student's success. https://highleveragepractices.org/sites/default/files/2020-10/Collaborationfinal.pdf?_gl=1*7xba5o*_ga*MTcwODY0NjU5OS4xNjc4ODkyNjE0*_ga_L4ZFTNESGT*MTY4OTI5MDQ4Ny41My4wLjE2ODkyOTA0ODcuNjAuMC4w. These HLPs work with others such as HLP 4 (use student assessment data, analyze instructional practices, and make necessary adjustments that improve student outcomes) and HLP 10 (conduct functional behavioral assessments to develop individual student behavior support plans) to decide which modifications would be best suited to help the student's progress and achieve their educational goals as stated in their individual education plans. https://iris.peabody.vanderbilt.edu/module/fba-elem/cresource/q2/p02/?utm_source=chatgpt.com

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Modification are provided to students that under preform even after receiving accommodations and specially designed instructions.

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- Reducing the number of problems assigned to that student. - Using a different grading scale for that student. - Allowing the student to use their notes during a test.

# data[].attributes.custom_properties.vI8Gz2Bw
"Modifications vs Accommodations: Difference and Examples" is a video that distinguishes modifications from accommodations and provides useful examples. It gives clear and concise meaning to modifications and accommodations. https://www.youtube.com/watch?v=X6rT2_fn4u0

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Specially designed instruction (SDI) is instruction that is made for a specific student to help them meet the goals stated in their individual education plans (IEP). It teaches specific skills that a student requires to access the curriculum.

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SDI is for students that have disabilities that cause impairments that negatively affect their education to the extent of needing specialized instruction to make meaningful progress and access the general curriculum.

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- Speech and language therapy to help the student make their sounds correctly. - Occupational therapy to help a student master life skills, such as opening and closing containers. - Instructions in self regulation that teaches the student when and how to interact in specific situations. 

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"Evidence Based Practices in Special Education" is an article that goes into a verity of evidence-based practices that can be used to implement a specially designed instruction. It covers how to choose which strategy to use and why, while reminding educator that no curriculum fits all students. https://special-education-journey.com/evidence-based-practices-in-special-education/#:~:text=EBPs%20may%20include%20a%20variety,for%20students%20with%20attention%20deficit