# data[].attributes.body
Interventions are specific strategies or programs used to help students improve in areas where they are struggling, like reading or behavior.

# data[].attributes.body
Who It Applies To:
All students, including those who may not have a disability, but need extra help to catch up.

Examples:

A small reading group for students who read below grade level

A daily behavior chart to encourage positive actions

Extra math practice using a computer program

# data[].attributes.headline
✅ Students who typically receive interventions include:

# data[].attributes.subject
✅ Students who typically receive interventions include:

# data[].attributes.body
1. General Education Students (no IEP yet)

Students who are not diagnosed with a disability but show signs of falling behind

Interventions are used as part of MTSS or RTI (Response to Intervention) systems

Goal: Help the student improve before needing special education evaluation

Examples:

A student who struggles with reading fluency may get small group reading support 3 times a week

A student who shows disruptive behavior may get a behavior chart and weekly counseling check-ins

2. Students with IEPs (under IDEA)

Interventions can be used within the IEP to help meet specific goals

These students may get more intensive instruction in reading, writing, math, or social skills

Examples of IDEA categories that may receive interventions:

Specific Learning Disability (SLD)
→ Interventions for reading, math, or writing difficulties

Emotional Disturbance (ED)
→ Behavior interventions like self-regulation training or positive behavior supports

Other Health Impairment (OHI – like ADHD)
→ Interventions in focus, organization, or time management

Speech or Language Impairment
→ Interventions for communication or listening skills

Autism Spectrum Disorder (ASD)
→ Social skills groups or behavior supports

Traumatic Brain Injury (TBI)
→ Cognitive strategy interventions to support memory or attention

Summary:

Students under the Interventions section may include:

General education students needing extra help (no IEP yet)

Students with IEPs who need targeted support to meet goals

Students in MTSS/RTI systems at Tier 2 or Tier 3

Interventions are used to help students catch up, improve behavior, or show whether they need more formal services, such as special education. They are based on data, progress monitoring, and individual student needs.

# data[].attributes.headline
🧩 Who would fall under the Interventions section?

# data[].attributes.subject
🧩 Who would fall under the Interventions section?

# data[].attributes.body
Interventions are targeted teaching strategies used to help students who are struggling with learning or behavior. These are often used before a student is identified for special education, but can also be used alongside an IEP.

✅ Students who typically receive interventions include:

1. Students in general education (no IEP or 504 yet)

These students are at risk of falling behind and need extra support in reading, math, writing, or behavior

Example: A student getting small group reading help 3 times a week because they are behind in phonics

2. Students in Multi-Tiered Systems of Support (MTSS) or Response to Intervention (RTI)

Tier 2 students get targeted interventions (e.g., small group help)

Tier 3 students get intensive, individualized interventions (e.g., one-on-one help)

3. Students with IEPs

Even students who qualify for special education may receive interventions to help reach their specific IEP goals

Example: A student with a learning disability gets daily writing practice using a step-by-step writing strategy

4. Any student showing learning or behavior struggles

Teachers use interventions to see if the student improves before referring for special education

Interventions also help gather data to support possible evaluations

Disabilities or needs where interventions are often used:

Specific Learning Disability (SLD)

ADHD (Other Health Impairment)

Speech or Language Impairment

Emotional or Behavioral challenges

Reading or math delays (even without a disability)

Summary:

Interventions are for students who:

Are struggling with academics or behavior

May or may not have a disability

Are in general education, Tier 2 or Tier 3 support, or have an IEP

Interventions are focused, short-term supports used to help students catch up, show progress, or decide if they need more formal help—like special education services.

# data[].attributes.headline
This website shows teachers how to make a plan to help students who need extra support. It gives steps and a free template to set goals, pick strategies, decide who helps, and check how the student is doing.

# data[].attributes.subject
This website shows teachers how to make a plan to help students who need extra support. It gives steps and a free template to set goals, pick strategies, decide who helps, and check how the student is doing.

# data[].attributes.attachment_link.readable_text
Implementing a multi-tiered system of supports (MTSS) without an intervention planning process is like trying to teach a class without a lesson plan. If you don't know where you're going (or have a plan for getting there), you won't be able to effectively support students.

Intervention plans are typically used as part of student support team processes for MTSS, RTI (response to intervention), or PBIS (positive behavioral interventions and supports). Once a caring adult determines that a student needs targeted support, the next step is to create an intervention plan.

In this post, we'll cover how to write an intervention plan and share a helpful template for getting started.

Download Now: Panorama's Interventions and Progress Monitoring Toolkit for 2023-24

What Is an Intervention Plan?

An intervention plan is a blueprint for helping a student build specific skills or reach a goal. In other words, it's an action plan.

In general, intervention plans include a goal, intervention strategy , timeline, and progress monitoring method.

What Makes a Good Intervention Plan?

Before you get started building an intervention plan, make sure you have the necessary data! Look at the student's progress across multiple dimensions-academics, social-emotional learning, behavior, and attendance. This can help you make more informed decisions about what the student needs.

Here's a scenario to demonstrate this point:

Allie struggles with reading and acts out in reading class. You know this by looking at her academic and behavior data. However, social-emotional learning (SEL) data shows that Allie is also reporting a low sense of self-efficacy-which is how much students believe they can succeed in achieving academic outcomes. Together, this data paints the story that Allie is acting out in reading class in order to avoid having to read.

Instead of prescribing a standard Check In, Check Out (CICO) behavior intervention for Allie, you may instead decide on delivering an intervention called "Breaks Are Better"-a modified CICO intervention that helps students take breaks rather than engage in unwanted avoidance behavior.

In addition to being data informed, good intervention plans are measurable and time-bound. You'll want a clear way to measure if the student is progressing, and a plan for how long you'll deliver the intervention.

The goal is to reach a decision point at the end of an intervention plan. Maybe the student has met their goal, and you can close out their intervention plan. Maybe the student is progressing, but the intervention should continue. Or, maybe the current intervention plan isn't working and it's time to rethink the strategies in place.

How to Write an Intervention Plan

Once you've determined that a student can benefit from targeted support, it's time to create an intervention plan. This plan will be your blueprint for helping the student build specific skills or reach a goal. You can download the intervention plan template below to follow step-by-step instructions to writing an intervention plan.

Download the above worksheet as an editable PDF and Excel document.

Pro tip for Panorama Users: Panorama Student Success simplifies the process of creating intervention plans. Click on "Create Plan" on a student's profile page to build a plan for improving the student's academic performance, behavior, attendance, and/or SEL. You can even generate a secure, temporary link for families to view students' intervention plans and their progress.

1. Identify the student(s)
Which student will you be supporting? First, record the student's name at the top of the plan. You might also include additional information such as grade level, gender, or other demographic attributes or identifiers used by your school.

(Keep in mind that you can also create an intervention plan for a small group of students that you're working with. The steps to create a group plan are the same.)

2. Choose an intervention type and tier

What is the area of focus for the intervention? What subject (or domain) can the student benefit from extra support in? Examples could be English language arts (ELA), math, behavior, social-emotional learning (SEL), or attendance.

Next, specify Tier 2 or Tier 3 depending on the intensity of the intervention. Here is a refresher on the MTSS pyramid:

Tier 3 includes more intensive interventions for students whose needs are not addressed at Tiers 1 or 2.

Tier 2 consists of individualized interventions for students in need of additional support.

Tier 1 is the foundation and includes universal supports for all students.

3. Create a goal for the student's intervention program

This is when you'll identify specific skills to be developed, or the goal you are looking to help the student achieve.

Remember to frame these in the positive (an opportunity to grow) rather than the negative (a problem to solve).

It can be helpful to use the SMART goal framework -setting a goal that is specific, measurable, attainable, relevant, and timely.

For example, to build a student's self-efficacy in math, you might set the following goal: "Charles will be able to complete 80% of his do-now activities at the beginning of each math lesson with the support of manipulatives."

4. Select an intervention strategy

With the intervention goal in mind, identify a strategy or activity that could help this student reach the goal. Sample intervention strategies include 2x10 relationship building, a behavior management plan such as behavior-specific praise, graphic organizers, a lunch bunch, WOOP goal-setting, and math time drills.

Your school district may already have an evidence-based intervention menu to pick from. For example, if your district partners with Panorama, you have access to our Playbook, with over 700 evidence and research-based interventions. In fact, t he Panorama platform recommends interventions from Playbook whenever you create an intervention plan.

If you don't have an existing intervention menu, here are a few resources to get help you get started building your own library:

5. Assign an adult champion

Who will carry out the intervention plan with fidelity? A teacher? Interventionist? School counselor?

Clear ownership is key. Whether it's one adult or a team, make sure to document who will be responsible for delivering the intervention(s), logging notes, and monitoring student progress.

6. Set a timeline

Next, set a clear prescription for how often and how long an intervention will take place. Record a start date (when the intervention is set to begin) and a duration (the expected length of the intervention cycle). We recommend five to six weeks at a minimum so the intervention has a chance to take hold.

7. Establish a method for progress monitoring

You're almost done! The last step in building a great intervention plan is deciding on a data collection strategy.

Once the intervention plan is underway, it's important to collect and record qualitative and/or quantitative data at regular intervals. Many goals are best tracked quantitatively, such as reading level growth or computational fluency. Other goals (behavioral and SEL goals, for example) might be best tracked qualitatively-like making note of how a student is interacting with peers in class. (Learn more about the fundamentals of progress monitoring for MTSS/RTI.)

Don't forget to include the following information on your intervention plan:

Monitoring Frequency: How often you'll update the student's progress over the course of the intervention cycle. For example, this could be weekly, bi-weekly, or monthly.

Monitoring Method: The assessment you'll use to track the student's progress. Indicate a baseline (the student's most recent assessment score) and target (desired assessment score). Alternatively, you might plan to track progress through observational notes.

Example of a reading intervention plan in Panorama Student Success (mock data pictured)

When creating an intervention plan, you'll see recommended interventions based on the goals of the plan. Then, log qualitative and quantitative notes to monitor a student's progress over time. The notes are saved to the student profile so other educators in your school can stay up-to-date on the student's progress.
If you use
Panorama for MTSS:

Put This Into Practice!

Now that you have the building blocks for writing an effective intervention plan, there's only one thing left to do: put it into action. If you're an MTSS leader or coordinator for your district, we hope that you'll share this process (and template!) with your building-level student support teams. If you are an educator working with a specific student, we hope that this process helps you stay organized as you deliver supports.

Access intervention planning resources in our free Interventions and Progress Monitoring Toolkit

# data[].attributes.attachment_link.title
How to Write an Intervention Plan [+ Template]

# data[].attributes.attachment_link.description
Use this intervention plan template for individual students or small groups of students. Learn how to write an intervention plan for behavior, math, literacy, or SEL.

# data[].attributes.body
Differentiation is when a teacher changes the way they teach based on what each student needs to learn best.

# data[].attributes.body
Who It Applies To:
All students in a general education classroom, including gifted learners and those with learning disabilities.

Examples:

Giving students choices in how to show what they know (drawing, writing, speaking)

Providing harder books for advanced readers and simpler ones for struggling readers

Grouping students based on learning style

# data[].attributes.headline
✅ Students who typically benefit from differentiation include:

# data[].attributes.subject
✅ Students who typically benefit from differentiation include:

# data[].attributes.body
1. Students with IEPs under IDEA

(Students with disabilities who need lessons taught in ways that match how they learn best)

Examples:

Specific Learning Disability (SLD):
A student with dyslexia might listen to a story instead of reading it, or use voice-to-text to write.

Autism Spectrum Disorder (ASD):
A student might use visual schedules and social stories to support understanding.

Other Health Impairment (OHI – ADHD):
A student might need shorter tasks, movement breaks, or instructions given in small chunks.

Speech or Language Impairment:
A student may use sentence starters or picture supports to help with language tasks.

2. Students with 504 Plans

(Students who don’t qualify for special education but still need some classroom support due to a disability)

Examples:

A student with anxiety may need extended time to present in class or alternate ways to complete tasks.

3. English Language Learners (ELLs)

(Students learning English as a second language)

Examples:

They may need visual aids, translated instructions, or word banks to support vocabulary and comprehension.

4. Gifted or Advanced Learners

(Students who are ready for more challenge)

Examples:

A student may be given enrichment activities, deeper-level questions, or projects that extend beyond grade-level work.

5. General Education Students with Different Learning Styles

(Students who may learn better with hands-on tasks, visuals, or choices)

Examples:

Some students may prefer group work, while others do best with individual tasks.

Offering choices in how to show what they’ve learned (poster, essay, skit, etc.) helps all learners succeed.

Summary:

Students under the Differentiation section may include:

IDEA categories like SLD, autism, ADHD, speech/language impairments

Students with 504 plans

English learners

Gifted students

Any general education students who learn in different ways

Differentiation helps all students reach the same learning goals—just through different paths and supports.

# data[].attributes.headline
20 Differentiated Instruction Strategies and Examples [+ Downloadable List]

# data[].attributes.subject
20 Differentiated Instruction Strategies and Examples [+ Downloadable List]

# data[].attributes.body
This blog post from Prodigy presents 20 classroom-tested strategies to help teachers easily tailor lessons for diverse learners, complete with clear examples and a handy downloadable reference sheet.

# data[].attributes.attachment_link.readable_text
As students with diverse learning styles fill the classroom, many teachers don't always have the time to plan lessons that use differentiated instruction (DI) to suit their distinct aptitudes.
This can involve adjusting:

Content - The media and methods teachers use to impart and instruct skills, ideas and information

Processes - The exercises and practices students perform to better understand content

Products - The materials, such as tests and projects, students complete to demonstrate understanding

To help create lessons that engage and resonate with a diverse classroom, below are 20 differentiated instruction strategies and examples. Available in a condensed and printable list for your desk, you can use 16 in most classes and the last four for math lessons.

Try the ones that best apply to you, depending on factors such as student age.

1. Create Learning Stations

Provide different types of content by setting up learning stations - divided sections of your classroom through which groups of students rotate. You can facilitate this with a flexible seating plan.

Each station should use a unique method of teaching a skill or concept related to your lesson.
For example, students can rotate between stations that involve:

Watching a video

Creating artwork

Reading an article

Completing puzzles

Listening to you teach

To help students process the content after they've been through the stations, you can hold a class discussion or assign questions to answer.

2. Use Task Cards

Like learning stations, task cards allow you to give students a range of content. Answering task cards can also be a small-group activity, adding variety to classes that normally focus on solo or large-group learning.

First, make or identify tasks and questions that you'd typically find on worksheets or in textbooks.

Second, print and laminate cards that each contain a single task or question. Or, use Teachers Pay Teachers to buy pre-made cards.

Finally, set up stations around your classroom and pair students together to rotate through them.

You can individualize instruction by monitoring the pairs, addressing knowledge gaps when needed.

3. Interview Students

Asking questions about learning and studying styles can help you pinpoint the kinds of content that will meet your class's needs.

While running learning stations or a large-group activity, pull each student aside for a few minutes. Ask about:

Their favourite types of lessons

Their favourite in-class activities

Which projects they're most proud of

Which kinds of exercises help them remember key lesson points

Track your results to identify themes and students with uncommon preferences, helping you determine which methods of instruction suit their abilities.

4. Target Different Senses Within Lessons

A lesson should resonate with more students if it targets visual, tactile, auditory and kinesthetic senses, instead of only one.
When applicable, appeal to a range of learning styles by:

Playing videos

Using infographics

Providing audiobooks

Getting students to act out a scene

Incorporating charts and illustrations within texts

Giving both spoken and written directions to tasks

Using relevant physical objects, such as money when teaching math skills

Allotting time for students to create artistic reflections and interpretations of lessons

Not only will these tactics help more students grasp the core concepts of lessons, but make class more engaging.
Prodigy, for example, is a hyper-engaging way to gamify math class in a way that worksheets simply cannot. 👇 Try Prodigy today - it's free, forever!
5. Share Your Own Strengths and Weaknesses

To familiarize students with the idea of differentiated learning, you may find it beneficial to explain that not everyone builds skills and processes information the same way.

Talking about your own strengths and weaknesses is one way of doing this.

Explain -- on a personal level - how you study and review lessons. Share tactics that do and don't work for you, encouraging students to try them.
Not only should this help them understand that people naturally learn differently, but give them insight into improving how they process information.
6. Use the Think-Pair-Share Strategy

The think-pair-share strategy exposes students to three lesson-processing experiences within one activity. It's also easy to monitor and support students as they complete each step.

As the strategy's name implies, start by asking students to individually think about a given topic or answer a specific question.

Next, pair students together to discuss their results and findings.

Finally, have each pair share their ideas with the rest of the class, and open the floor for further discussion.

Because the differentiated instruction strategy allows students to process your lesson content individually, in a small group and in a large group, it caters to your classroom's range of learning and personality types.

7. Make Time for Journaling

A journal can be a tool for students to reflect on the lessons you've taught and activities you've run, helping them process new information.
When possible at the end of class, give students a chance to make a journal entry by:

Summarizing key points they've learned

Attempting to answer or make sense of lingering questions

Explaining how they can use the lessons in real-life scenarios

Illustrating new concepts, which can be especially helpful for data-focused math lessons

As they continue to make entries, they should figure out which ones effectively allow them to process fresh content.

8. Implement Reflection and Goal-Setting Exercises

An extension of journaling, have students reflect on important lessons and set goals for further learning at pre-determined points of the year.

During these points, ask students to write about their favourite topics, as well as the most interesting concepts and information they've learned.
They should also identify skills to improve and topics to explore.
Based on the results, you can target lessons to help meet these goals. For example, if the bulk of students discuss a certain aspect of the science curriculum, you can design more activities around it.

9. Run Literature Circles

Organizing students into literature circles not only encourages students to shape and inform each other's understanding of readings, but helps auditory and participatory learners retain more information.

This also gives you an opportunity to listen to each circle's discussion, asking questions and filling in gaps in understanding.

As a bonus, some students may develop leadership skills by running the discussion.

This activity makes written content - which, at times, may only be accessible to individual learners with strong reading retention -- easier to process for more students.

10. Offer Different Types of Free Study Time

Free study time will generally benefit students who prefer to learn individually, but can be slightly altered to also help their classmates process your lessons.

This can be done by dividing your class into clearly-sectioned solo and team activities.
Consider the following free study exercises to also meet the preferences of visual, auditory and kinesthetic learners:

Provide audiobooks, which play material relevant to your lessons

Create a station for challenging group games that teach skills involved in the curriculum

Maintain a designated quiet space for students to take notes and complete work

Allow students to work in groups while taking notes and completing work, away from the quiet space

By running these sorts of activities, free study time will begin to benefit diverse learners - not just students who easily process information through quiet, individual work.

11. Group Students with Similar Learning Styles

Heterogenous grouping is a common practice, but grouping students based on similar learning style can encourage collaboration through common work and thinking practices.

This is not to be confused with grouping students based on similar level of ability or understanding.

In some cases, doing so conflicts with the "Teach Up" principle, which is discussed below.

Rather, this tactic allows like-minded students to support each other's learning while giving you to time to spend with each group. You can then offer the optimal kind of instruction to suit each group's common needs and preferences.

12. Give Different Sets of Reading Comprehension Activities

Instead of focusing on written products, consider evaluating reading comprehension through questions and activities that test different aptitudes.

Although written answers may still appeal to many students, others may thrive and best challenge themselves during artistic or kinesthetic tasks.
For example, allow students to choose between some of the following activities before, during and after an important reading:

Participating in more literature circles

Delivering a presentation

Writing a traditional report

Creating visual art to illustrate key events

Creating and performing a monologue as a main character or figure

Offering structured options can help students demonstrate their understanding of content as effectively as possible, giving you more insight into their abilities.

13. Assign Open-Ended Projects

Similar to evaluating reading comprehension, give students a list of projects to find one that lets them effectively demonstrate their knowledge.

Include a clear rubric for each type of project, which clearly defines expectations. Doing so will keep it challenging and help students meet specific criteria.
By both enticing and challenging students, this approach encourages them to:

Work and learn at their own paces

Engage actively with content they must understand

Demonstrate their knowledge as effectively as possible

As well as benefiting students, this differentiated instruction strategy will clearly showcase distinct work and learning styles.

14. Encourage Students to Propose Ideas for Their Projects

As well as offering set options, encourage students to take their projects from concept to completion by pitching you ideas.

A student must show how the product will meet academic standards, and be open to your revisions. If the pitch doesn't meet your standards, tell the student to refine the idea until it does. If it doesn't by a predetermined date, assign one of your set options.

You may be pleasantly surprised by some pitches.

After all, students themselves are the focus of differentiated instruction - they likely have somewhat of a grasp on their learning styles and abilities.

15. Analyze Your Differentiated Instruction Strategy on a Regular Basis

Even if you're confident in your overall approach, Carol Ann Tomlinson - one of the most reputable topic thought-leaders - recommends analyzing your differentiated instruction strategies:
Frequently reflect on the match between your classroom and the philosophy of teaching and learning you want to practice. Look for matches and mismatches, and use both to guide you. Analyze your strategy by reflecting on:

Content - Are you using diverse materials and teaching methods in class?

Processes - Are you providing solo, small-group and large-group activities that best allow different learners to absorb your content?

Products - Are you letting and helping students demonstrate their understanding of content in a variety of ways on tests, projects and assignments?

In doing so, you'll refine your approach to appropriately accommodate the multiple intelligences of students.

16. "Teach Up"

Teaching at a level that's too easily accessible to each student can harm your differentiated instruction efforts, according to Tomlinson.

Instead, she recommends "teaching up." This eliminates the pitfall of being stuck on low-level ideas, seldom reaching advanced concepts:

We do much better if we start with what we consider to be high-end curriculum and expectations -- and then differentiate to provide scaffolding, to lift the kids up. The usual tendency is to start with what we perceive to be grade-level material and then dumb it down for some and raise it up for others. But we don't usually raise it up very much from that starting point, and dumbing down just sets lower expectations for some kids.
Keeping this concept in mind should focus your differentiated teaching strategy, helping you bring each student up to "high-end curriculum and expectations."
Differentiated Math Instruction Strategies and Examples

17. Use Math EdTech that Adjusts Itself to Each Student

Some EdTech tools - such as certain educational math video games - can deliver differentiated content, while providing unique ways to process it.
For example, Prodigy adjusts questions to tackle student trouble spots and offers math problems that use words, charts and pictures, as well as numbers.
To the benefit of teachers, the game is free and curriculum-aligned for grades 1 to 8. You can adjust the focus of questions to supplement lessons and homework, running reports to examine each student's progress.
Join over 90 million students and teachers benefitting from Prodigy's differentiating power today. 👇 Try Prodigy today - it's free, forever!
18. Relate Math to Personal Interests and Everyday Examples

Clearly linking math to personal interests and real-world examples can help some learners understand key concepts.

Working with 41 grade 7 students throughout an academic year, a 2015 study published by the Canadian Center of Science and Education used contextual learning strategies to teach integers and increase test scores by more than 44%.

Striving for similar benefits may be ambitious, but you can start by surveying students. Ask about their interests and how they use math outside of school.

Using your findings, you should find that contextualization helps some students grasp new or unfamiliar math concepts.

There are many math-related games and activities to find inspiration to implement this tactic.

19. Play a Math-Focused Version of Tic-Tac-Toe

Help students practice different math skills by playing a game that's a take on tic-tac-toe.

Prepare by dividing a sheet into squares - three vertical by three horizontal. Don't leave them blank. Instead, fill the boxes with questions that test different abilities.
For example:

"Complete question X in page Y of your textbook"

"Draw a picture to show how to add fraction X and fraction Y"

"Describe a real-life situation in which you would use cross-multiplication, providing an example and solution"

You can hand out sheets to students for solo practice, or divide them into pairs and encourage friendly competition. The first one to link three Xs or Os - by correctly completing questions - wins.

So, depending on your preferences, this game will challenge diverse learners through either individual or small-group practice.

20. Create Learning Stations, without Mandatory Rotations

Provide differentiated math learning opportunities for your students by setting up unique learning stations across your classrooms, but forgoing mandatory rotations.

The idea comes from a grade 9 teacher in Ontario, who recommends creating three stations to solve similar mathematical problems using either:

Data - Provide spreadsheets, requiring students to manipulate data through trial and error

People - Group students into pairs or triads to tackle a range of problems together, supporting each other's learning

Things - Offer a hands-on option by giving each student objects to use when solving questions

Only allow students to switch stations if they feel the need. If they do, consult them about their decision. In each case, you and the student will likely learn more about his or her learning style.

Supplemented by your circulation between stations to address gaps in prior knowledge, this activity exposes students to exercises that appeal to diverse abilities.

Downloadable List of Differentiated Instruction Strategies and Examples

Click here to download and print a simplified list of the 20 differentiated instruction strategies and examples to keep at your desk.

Differentiated Instruction Strategies Infographic
Here's an infographic with 16 ideas from this article, provided by Educational Technology and Mobile Learning - an online resource for teaching tools and ideas.
Wrapping Up

With help from the downloadable list, use these differentiated instruction strategies and examples to suit the diverse needs and learning styles of your students.

As well as adding variety to your content, these methods will help students process your lessons and demonstrate their understanding of them.

The strategies should prove to be increasingly useful as you identify the distinct learning styles in - and learn to manage - your classroom.

Differentiated instruction strategies overlap in important ways with a number of other pedagogical approaches. Consider reviewing these supplementary strategies to find more ideas, combine different elements of each strategy, and enrich your pedagogical toolkit!

Active learning strategies put your students at the center of the learning process, enriching the classroom experience and boosting engagement.

As opposed to traditional learning activities, experiential learning activities build knowledge and skills through direct experience.

Project-based learning uses an open-ended approach in which students work alone or collectively to produce an engaging, intricate curriculum-related questions or challenges.

Inquiry-based learning is subdivided into four categories, all of which promote the importance of your students' development of questions, ideas and analyses.

Adaptive learning focuses on changing - or "adapting" - learning content for students on an individual basis, particularly with the help of technology.

👉 Create or log into your teacher account on Prodigy - a free game-based learning platform that delivers differentiated instruction, automatically adjusting questions to accommodate player trouble spots and learning speeds. Aligned with curricula across the English-speaking world, it's loved by more than 90 million students and teachers.
Create your account - it's free, forever!

# data[].attributes.attachment_link.title
20 Differentiated Instruction Strategies and Examples [+ Downloadable List]

# data[].attributes.attachment_link.description
As students with diverse learning styles fill the classroom, many teachers don't always have the time to plan lessons that use differentiated instruction (DI) to suit their distinct aptitudes.

# data[].attributes.body
Accommodations are changes that help students learn the same content as others, just in a way that works best for them.

# data[].attributes.body
Adaptations are changes to the way something is taught or shown to make learning easier for the student.

# data[].attributes.body
Who It Applies To:
Students with physical or learning disabilities who need support in understanding content.

# data[].attributes.headline
✅ Students who typically benefit from adaptations:

# data[].attributes.subject
✅ Students who typically benefit from adaptations:

# data[].attributes.body
1. Students with IEPs under IDEA categories

(Adaptations help them access grade-level content while working toward IEP goals.)

Examples from IDEA disability categories:

Specific Learning Disability (SLD):
A student with dyslexia may use audiobooks, highlighted text, or simplified instructions.

Other Health Impairment (OHI – like ADHD):
A student may need visual checklists, chunked assignments, or movement breaks.

Autism Spectrum Disorder (ASD):
A student may use a visual schedule, communication board, or step-by-step task cards.

Speech or Language Impairment:
A student may need picture supports, sentence frames, or slower-paced lessons.

Traumatic Brain Injury (TBI):
A student may use memory aids, simplified steps, or audio supports.

Emotional Disturbance (ED):
A student may need frequent breaks, behavior charts, or adapted social scripts.

Hearing Impairment or Deafness:
A student may use captions, sign language interpreters, or visual instructions.

Visual Impairment or Blindness:
A student may use large print, Braille, or screen readers to access materials.

2. Students with 504 Plans

(These students may receive adaptations similar to accommodations.)

Example:

A student with a physical disability may have materials placed at desk level or have extended time for writing tasks.

Summary:

Adaptations support students with:

IEPs in IDEA disability categories (SLD, ASD, OHI, ED, TBI, hearing/vision impairments, etc.)

504 plans, for students who don’t qualify for special education but need access support

These students may use tools, supports, or changes in how content is presented, helping them reach the same learning goals in a way that works best for them.

# data[].attributes.body
This quick guide clearly explains that accommodations let students access the curriculum without changing its core expectations, while adaptations modify the curriculum itself to better fit a student’s needs. It also provides practical examples—like extra time or simplified tasks—to show how both approaches help students with disabilities participate in general education.

# data[].attributes.body
Modifications change what a student is expected to learn or how much they need to do.

# data[].attributes.body
Who It Applies To:
Students with significant learning disabilities who have an IEP.

Examples:

Shorter assignments

Lower reading level books

Answering 5 questions instead of 10

# data[].attributes.headline
✅ Students who typically receive modifications include:

# data[].attributes.subject
✅ Students who typically receive modifications include:

# data[].attributes.body
1. Students with IEPs under IDEA who have more significant learning needs, such as:

1. Specific Learning Disability (SLD)

If the student’s learning needs are far below grade level

Example: Student works on reading passages at a lower grade level or completes fewer test questions

2. Intellectual Disability (ID)

Often requires simplified content, shorter assignments, or alternate learning goals

Example: Learning life skills or functional math instead of grade-level academics

3. Autism Spectrum Disorder (ASD)

If the student has significant cognitive delays or needs a highly modified curriculum

Example: Working on basic communication or behavior goals rather than full academic content

4. Multiple Disabilities (MD)

Students with two or more significant disabilities who need a highly individualized program

Example: Tasks may be modified for motor, speech, and academic challenges

5. Traumatic Brain Injury (TBI)

If the injury caused major cognitive or learning delays

Example: May need reduced workload or alternate content focus

6. Emotional Disturbance (ED)

If emotional needs cause severe disruption in learning and the student cannot keep up with grade-level work

Example: Modified assignments that reduce pressure and focus on core skills

Summary:

Modifications are used for students with IEPs (not 504 Plans) who:

Cannot meet grade-level standards, even with support

Need changes in what they are expected to learn

Usually have disabilities such as:

Intellectual disability

Multiple disabilities

Significant learning disabilities

Severe autism

Traumatic brain injury

These students learn different skills or simpler versions of classwork to help them succeed at their own level.

# data[].attributes.body
This PDF outlines how accommodations (which don’t change what’s being taught) and modifications (which adjust the learning expectations) differ, and emphasizes that both must be tailored to each student’s individual needs and included in their IEP or Section 504 plan. It also provides practical examples—like Braille tests, simplified assignments, extra time, or alternative formats—to illustrate how schools can support students effectively.

# data[].attributes.body
SDI is customized teaching that meets a student’s IEP goals based on their disability.

# data[].attributes.body
Who It Applies To:
Only students with an IEP under IDEA disability categories like autism, intellectual disabilities, or speech/language impairment.

Examples:

Teaching a student how to organize thoughts before writing

Practicing social skills in a small group

Breaking down math steps with repeated practice

# data[].attributes.body
Only students with IEPs under IDEA disability categories qualify for SDI. These include:

1. Specific Learning Disability (SLD)

Examples: Dyslexia, dyscalculia, dysgraphia

SDI might include intensive reading instruction, multi-sensory math strategies, or direct writing instruction.

2. Autism Spectrum Disorder (ASD)

SDI may involve teaching social communication skills, using visual supports, or helping with sensory needs during learning.

3. Other Health Impairment (OHI)

Examples: ADHD, diabetes, epilepsy

A student with ADHD may receive SDI for focus, organization, and self-monitoring strategies.

4. Speech or Language Impairment

SDI may include instruction in language development, vocabulary building, and communication strategies in the classroom.

5. Intellectual Disability (ID)

SDI focuses on teaching life skills, functional academics, and breaking down tasks into small steps.

6. Emotional Disturbance (ED)

SDI may include behavior support plans, social-emotional learning, or structured behavior instruction.

7. Traumatic Brain Injury (TBI)

SDI can support memory strategies, relearning skills, and managing attention or emotions.

8. Visual Impairment or Blindness

SDI may include instruction in Braille, orientation and mobility skills, or using assistive technology.

9. Hearing Impairment or Deafness

SDI may involve sign language instruction, speech reading, or using hearing technology in lessons.

10. Multiple Disabilities

SDI includes highly individualized instruction combining supports for academic, communication, physical, and self-help needs.

Summary:

Specially Designed Instruction (SDI) is for:

Students with IEPs

In any of the 13 IDEA disability categories

Who need individualized instruction to meet their learning goals

SDI is not just support—it’s personalized teaching to help students learn in ways that work for them.

# data[].attributes.body
This website from the Council for Exceptional Children explains Specially Designed Instruction (SDI). SDI is special teaching that helps students with disabilities learn in ways that work best for them so they can understand the same subjects as their classmates.

# data[].attributes.attachment_link.description
It addresses their Individualized Education Program (IEP) goals; accounts for their disability; provides modifications or adaptations to content; and encourages access to the general education curriculum.

# data[].attributes.body
Who It Applies To:
Students with disabilities who have an IEP or 504 Plan, including those with ADHD or dyslexia.

Examples:

Extra time on tests

Reading aloud instructions

Sitting in the front of the room

# data[].attributes.headline
✅ Students who typically receive accommodations include:

# data[].attributes.subject
✅ Students who typically receive accommodations include:

# data[].attributes.body
1. Students with IEPs under IDEA disability categories, such as:

Specific Learning Disability (SLD)
→ Examples: Dyslexia, dyscalculia, dysgraphia
→ May need text read aloud, extra time, or speech-to-text tools

Other Health Impairment (OHI)
→ Example: ADHD
→ May need preferential seating, movement breaks, or visual schedules

Autism Spectrum Disorder (ASD)
→ May need visual supports, quiet workspaces, or social story reminders

Speech or Language Impairment
→ May need picture cues, extended response time, or simplified directions

Emotional Disturbance (ED)
→ May need calming breaks, check-ins, or flexible work times

Hearing Impairment or Deafness
→ May need sign language interpreters, captioned videos, or FM systems

Visual Impairment or Blindness
→ May need large print, Braille materials, or screen readers

2. Students with 504 Plans (under Section 504 of the Rehabilitation Act)

These students may have physical or mental impairments that impact a major life activity (like learning, seeing, or concentrating), but do not qualify for special education.

They still receive accommodations to ensure equal access to education.

Summary:

Accommodations apply to students with IEPs or 504 Plans in categories like:

Specific learning disabilities (SLD)

Autism

ADHD (OHI)

Speech/language impairments

Sensory disabilities (hearing/vision)

Emotional/behavioral needs

These students can succeed in the general education curriculum with the right supports in place—like extra time, audio books, or modified seating.

# data[].attributes.body
This article gives tips to help parents and teachers choose the right accommodations for each student. It also shares ideas on how to use them at school and at home, like giving extra time on tests or using speech-to-text tools.

# data[].attributes.attachment_link.description
What are accommodations? Learn what accommodations are, how they can help children in school, and how to get accommodations for your child.

# data[].attributes.body
Here’s a video that looks at flexible grouping, an effective teaching strategy where students work in different small groups based on their learning needs. It explains how teachers can form both homogeneous and heterogeneous groups, giving structure and direction so every student can learn best.

# data[].attributes.body
Interventions use many HLPs to make sure instruction is clear, supportive, and matched to the student’s need. Here are the most important:

🔹 HLP11: Identify and prioritize long- and short-term learning goals

Helps teachers set specific goals that interventions will target.

🔹 HLP12: Systematically design instruction toward a specific learning goal

Makes sure the intervention is planned and taught step-by-step for success.

🔹 HLP20: Provide intensive instruction

This is the main HLP for interventions. It gives students frequent, focused, small-group or one-on-one help with lots of practice.

🔹 HLP16: Use explicit instruction

Ensures the intervention is clear and direct, with modeling, practice, and feedback.

🔹 HLP15: Provide scaffolded supports

Gives the right amount of help during intervention, then slowly removes it as the student improves.

🔹 HLP22: Provide positive and constructive feedback

Keeps students motivated and helps them know what they’re doing well and how to improve.

🔹 HLP19: Use assistive and instructional technologies

Technology can be part of an intervention, like apps for reading, math, or behavior tracking.

✔️ Summary:

Interventions are best supported by:

HLP11, HLP12, HLP15, HLP16, HLP19, HLP20, and HLP22

These HLPs help ensure that the intervention is focused, effective, and personalized, giving students with disabilities the support they need to grow and succeed.

References

McLeskey, J., Barringer, M.-D., Billingsley, B., Brownell, M., Jackson, D., Kennedy, M., Lewis, T., Maheady, L., Rodriguez, J., Scheeler, M. C., Winn, J., & Ziegler, D. (2017, January). High-leverage practices in special education. Council for Exceptional Children & CEEDAR Center. https://highleveragepractices.org/sites/default/files/2020-10/Instructionfinal.pdf

# data[].attributes.attachment_link.description
This video provides a definition, background, and rationale for high-leverage practice (HLP) 11 and demonstrates three key components of this HLP through video exemplars from general and special education teachers. This video includes two parts: Part 1 defines short- and long-term goals and provides a rationale for identifying and prioritizing learning goals for students with disabilities. Part 2 demonstrates how various individual student data sources, state standards, and the IEP support educators in identifying essential areas of need to develop long- and short-term goals.

# data[].attributes.body
Many HLPs work together to support strong differentiation:

🔹 HLP12: Systematically design instruction toward a specific learning goal

Plans different ways to teach a skill so all students can learn it.

🔹 HLP13: Adapt curriculum tasks and materials for specific learning goals

Changes materials and assignments to meet each student’s needs.

🔹 HLP15: Provide scaffolded supports

Gives the right amount of help to students based on how much support they need.

🔹 HLP17: Use flexible grouping

Lets students work in different groups based on skill level, interests, or learning style.

🔹 HLP14: Teach cognitive and metacognitive strategies

Helps students learn how they learn best, which supports personalized instruction.

🔹 HLP16: Use explicit instruction

Gives clear and direct teaching, especially when differentiating for students who need more support.

🔹 HLP19: Use assistive and instructional technologies

Includes tech tools to support different learning styles and abilities.

✔️ Summary:

Differentiation is supported by multiple HLPs, especially:

HLP12–13 (planning and adapting)

HLP14–17 (strategies, scaffolds, flexible grouping)

HLP19 (technology)

These HLPs help teachers adjust their lessons so that every student can learn in the way that works best for them, including students with disabilities.

References

McLeskey, J., Barringer, M.-D., Billingsley, B., Brownell, M., Jackson, D., Kennedy, M., Lewis, T., Maheady, L., Rodriguez, J., Scheeler, M. C., Winn, J., & Ziegler, D. (2017, January). High-leverage practices in special education. Council for Exceptional Children & CEEDAR Center. https://highleveragepractices.org/sites/default/files/2020-10/Instructionfinal.pdf

# data[].attributes.attachment_link.title
Differentiated Instruction for Special Education Students

# data[].attributes.attachment_link.description
Dr. Suzanne Jimenez, HMH’s director of academic planning and data analytics, shares insights on differentiated instruction for special education students.

# data[].attributes.body
Several HLPs support the use of accommodations, depending on how and when they are used:

🔹 HLP13: Adapt curriculum tasks and materials for specific learning goals

Directly supports accommodations like visual supports, simplified directions, or different formats (audio, enlarged text).

🔹 HLP19: Use assistive and instructional technologies

Supports technology-based accommodations, like speech-to-text, text-to-speech, or AAC devices.

🔹 HLP15: Provide scaffolded supports

Helps implement timing and support accommodations, like breaking tasks into chunks or using frequent check-ins.

🔹 HLP22: Provide positive and constructive feedback

Encourages students while using accommodations, so they know it's okay to learn in different ways.

🔹 HLP16: Use explicit instruction

Ensures the teacher gives clear directions for how students can use their accommodations.

✔️ Summary:

Accommodations are best supported by:

HLP13 – Adapting materials

HLP19 – Using assistive technology

HLP15 – Scaffolding supports

HLP16 & HLP22 – Giving directions and encouragement

These HLPs help ensure that accommodations are used effectively and fairly to give students with disabilities equal access to learning.

References

McLeskey, J., Barringer, M.-D., Billingsley, B., Brownell, M., Jackson, D., Kennedy, M., Lewis, T., Maheady, L., Rodriguez, J., Scheeler, M. C., Winn, J., & Ziegler, D. (2017, January). High-leverage practices in special education. Council for Exceptional Children & CEEDAR Center. https://highleveragepractices.org/sites/default/files/2020-10/Instructionfinal.pdf

# data[].attributes.body
HLP13 helps teachers adjust the curriculum so students with significant needs can still learn in ways that work for them, even if the work is different from what the rest of the class is doing.

Other helpful HLPs when using modifications:

🔹 HLP11: Identify and prioritize long- and short-term learning goals

Ensures that IEP goals are realistic and meaningful for the student’s learning level.

🔹 HLP12: Systematically design instruction toward a specific learning goal

Helps plan clear, focused lessons that match the modified content.

🔹 HLP15: Provide scaffolded supports

Gives step-by-step help for completing modified tasks and building independence.

🔹 HLP22: Provide positive and constructive feedback

Encourages effort and improvement, even when the work is at a different level.

Summary:

Modifications are best supported by HLP13, with help from HLP11, HLP12, HLP15, and HLP22. These HLPs work together to make sure the student’s learning is meaningful, fair, and matched to their needs.

References

McLeskey, J., Barringer, M.-D., Billingsley, B., Brownell, M., Jackson, D., Kennedy, M., Lewis, T., Maheady, L., Rodriguez, J., Scheeler, M. C., Winn, J., & Ziegler, D. (2017, January). High-leverage practices in special education. Council for Exceptional Children & CEEDAR Center. https://highleveragepractices.org/sites/default/files/2020-10/Instructionfinal.pdf

# data[].attributes.attachment_link.title
Simple Fixes for Classroom Modifications: Why Visual Clarity Matters

# data[].attributes.body
Many HLPs work together to support SDI, but these are the most important ones:

🔹 HLP11: Identify and prioritize long- and short-term learning goals

SDI starts with setting the right goals based on the IEP.

🔹 HLP12: Systematically design instruction toward a specific learning goal

SDI requires lessons that are planned carefully and taught step-by-step to reach IEP goals.

🔹 HLP13: Adapt curriculum tasks and materials for specific learning goals

SDI often includes adapting materials and assignments to match the student’s needs.

🔹 HLP14: Teach cognitive and metacognitive strategies to support learning and independence

SDI includes teaching students how to think about their learning and become more independent.

🔹 HLP15: Provide scaffolded supports

SDI gives extra support at first and slowly removes it as the student improves.

🔹 HLP16: Use explicit instruction

SDI uses clear, direct teaching that breaks down learning into small steps.

🔹 HLP19: Use assistive and instructional technologies

SDI may include tools like speech-to-text, audiobooks, or communication devices.

🔹 HLP22: Provide positive and constructive feedback

Encouraging feedback helps students understand how they’re doing and stay motivated.

✔️ Summary:

Specially Designed Instruction (SDI) is supported by many HLPs, especially:

HLP11–16 (goal setting, planning, adapting, scaffolding, and direct teaching)

HLP19 (technology)

HLP22 (feedback)

These HLPs help teachers meet the unique needs of students with disabilities by providing instruction that is personalized, supportive, and effective.

References

McLeskey, J., Barringer, M.-D., Billingsley, B., Brownell, M., Jackson, D., Kennedy, M., Lewis, T., Maheady, L., Rodriguez, J., Scheeler, M. C., Winn, J., & Ziegler, D. (2017, January). High-leverage practices in special education. Council for Exceptional Children & CEEDAR Center. https://highleveragepractices.org/sites/default/files/2020-10/Instructionfinal.pdf

# data[].attributes.attachment_link.description
It addresses their Individualized Education Program (IEP) goals; accounts for their disability; provides modifications or adaptations to content; and encourages access to the general education curriculum.

# data[].attributes.body
HLPs that often go along with IEP adaptations:

HLP13 Supports Adaptations:

Matches IEP goals: Teachers use adaptations to help students reach the goals written in the IEP.

Changes materials, not expectations: The content stays the same, but how it’s presented or responded to is adjusted.

Supports diverse learners: Helps students with reading, writing, attention, or other challenges access the same tasks as their classmates.

Ensures equity: Makes sure students are included and learning in ways that match their needs.

Other HLPs that often go along with IEP adaptations:

🔹 HLP11: Identify and prioritize long- and short-term learning goals

Helps set the right goals on the IEP to guide adaptations.

🔹 HLP15: Provide scaffolded supports

Works with HLP13 by giving step-by-step help with adapted tasks.

🔹 HLP19: Use assistive and instructional technologies

Helps with adaptations that include technology (like audiobooks or speech-to-text).

🔹 HLP22: Provide positive and constructive feedback

Supports students as they work through adapted lessons and build confidence.

In summary:
HLP13 is the top match for IEP adaptations, and it often works together with other HLPs to give students the support they need to succeed.

References

McLeskey, J., Barringer, M.-D., Billingsley, B., Brownell, M., Jackson, D., Kennedy, M., Lewis, T., Maheady, L., Rodriguez, J., Scheeler, M. C., Winn, J., & Ziegler, D. (2017, January). High-leverage practices in special education. Council for Exceptional Children & CEEDAR Center. https://highleveragepractices.org/sites/default/files/2020-10/Instructionfinal.pdf

# data[].attributes.body
This video demostrates how HLP 13 works well with accommodations because it helps teachers change how they teach so all students can understand the lesson. It helps students learn the same things in a way that works best for them.

# data[].attributes.attachment_link.description
This video explains how high-leverage practice (HLP) 13, adaptations to curriculum tasks and materials for specific learning goals, can be leveraged to support students with disabilities by providing video exemplars from real classrooms.