# data[].attributes.custom_properties.HO03JhsM
Interventions are targeted, time-bound instructional or behavioral supports selected and adjusted using data (screeners/progress monitoring) to address specific skill or behavior gaps. 

# data[].attributes.custom_properties.a6i67LdE
"Assisting Students Struggling with Reading: Intervention in Grades K–3 (WWC Practice Guide)." U.S. Department of Education practice guide with evidence-rated recommendations (e.g., explicit instruction in foundational skills, fluency building, progress monitoring) you can implement and coach. https://ies.ed.gov/ncee/wwc/PracticeGuide/21

# data[].attributes.custom_properties.ddaXSzno
Any student who shows a documented need based on screening or classroom data, general education (Tier 2/3), and students with disabilities (often alongside SDI in an IEP). Interventions are matched to individual needs and intensified based on response (Mastropieri et al., 2023).

# data[].attributes.custom_properties.g5njuoao
Repeated Reading three times a week for 15 minutes with graphing WCPM to build reading fluency. Cover–Copy–Compare (daily, brief drills) to increase math fact accuracy/fluency. Check-In/Check-Out (CICO) with a daily progress report to improve on-task behavior and feedback loops.

# data[].attributes.custom_properties.zXcWUNx4
Scaffolding                                                                                                   This article provides a comprehensive review of scaffolding in classrooms and shows that scaffolding increases student engagement, learning outcomes, and independence.                                                                  https://doi.org/10.1007/s10648-010-9127-6

# data[].attributes.custom_properties.HO03JhsM
Accommodations are changes in how a student accesses learning or demonstrates knowledge, without changing the learning expectations. They remove barriers so students with disabilities can participate in the general education curriculum alongside their peers.

# data[].attributes.custom_properties.a6i67LdE
“Accommodations vs. Modifications: What’s the Difference?”                                      This article explains the difference between accommodations and modifications in simple terms with examples for parents and teachers.        https://www.understood.org/en/articles/the-difference-between-accommodations-and-modifications

# data[].attributes.custom_properties.ddaXSzno
Students with disabilities under IDEA (such as those with ADHD, dyslexia, autism, or physical impairments) who need support to access grade-level standards. Accommodations apply when a student can learn the same material but needs adjustments in presentation, environment, or response methods.

# data[].attributes.custom_properties.g5njuoao
Extended time on tests or assignments. Audiobooks or text-to-speech technology for students with reading difficulties. Preferential seating or movement breaks for students with ADHD (Illinois School Psychologist Association, n.d.).

# data[].attributes.custom_properties.zXcWUNx4
HLP 19: Use assistive and instructional technologies                                                                            Teachers integrate tools such as text-to-speech, audiobooks, or speech-to-text to ensure access to the curriculum.                                                         https://ceedar.education.ufl.edu/wp-content/uploads/2017/07/CEC-HLP-Web.pdf

# data[].attributes.custom_properties.HO03JhsM
Adaptations are changes to instruction or classroom materials that allow students with disabilities or learning differences to engage with the curriculum more successfully. They include both accommodations and modifications. 

# data[].attributes.custom_properties.a6i67LdE
“Adaptations, Accommodations, and Modifications” – Center for Parent Information and Resources (CPIR).                                                                                                    This page clearly explains the differences between adaptations, accommodations, and modifications, and provides examples of how they look in practice.  https://www.parentcenterhub.org/accommodations/

# data[].attributes.custom_properties.ddaXSzno
Adaptations are used for students with disabilities under IDEA categories who need supports to access instruction or meet their IEP goals. They may also be used for English language learners or students who need additional supports.

# data[].attributes.custom_properties.g5njuoao
Providing large-print or digital text versions of reading assignments. Allowing oral presentations instead of written essays to demonstrate understanding. Simplifying multi-step directions with visuals or breaking them into smaller parts.

# data[].attributes.custom_properties.zXcWUNx4
Use of Graphic Organizer                                                                     Graphic organizers adapt how content is presented, supporting students with learning disabilities in organizing and retaining information.                                               https://iris.peabody.vanderbilt.edu/module/di/cresource/q2/p06/#content

# data[].attributes.custom_properties.HO03JhsM
Modifications are changes to what a student is expected to learn. They are used when a student’s disability significantly impacts learning, and grade-level standards are not appropriate even with accommodations and SDI.

# data[].attributes.custom_properties.a6i67LdE
“The Difference Between Accommodations and Modifications” – Understood.org.                                                                                     This resource explains in plain language how modifications differ from accommodations, with examples that teachers and parents can easily apply in real classrooms.                       https://www.understood.org/en/articles/the-difference-between-accommodations-and-modifications

# data[].attributes.custom_properties.ddaXSzno
Students with disabilities under IDEA categories whose IEP teams determine that they require adjusted learning goals. These students may work on alternate academic standards or functional/life skills in place of grade-level curriculum.

# data[].attributes.custom_properties.g5njuoao
A student completes math problems with smaller numbers while peers work on grade-level multiplication and division. A student writes a one-paragraph summary while classmates write a five-paragraph essay. A student works on identifying community signs (stop, exit, restroom) instead of grade-level social studies content.

# data[].attributes.custom_properties.zXcWUNx4
HLP 12: Systematically design instruction to achieve long- and short-term learning goals.                                                                            Teachers use assessment data to identify realistic, individualized goals and modify curriculum expectations to match a student’s needs.                                             https://ceedar.education.ufl.edu/wp-content/uploads/2017/07/CEC-HLP-Web.pdf

# data[].attributes.custom_properties.HO03JhsM
Specially Designed Instruction (SDI) is the individualized adaptation of content, methodology, or delivery of instruction to meet the unique needs of a student with a disability. It is documented in the student’s IEP and ensures access to the general curriculum while helping the student make progress toward their IEP goals.

# data[].attributes.custom_properties.a6i67LdE
“High-Leverage Practices and Specially Designed Instruction: Powerful Means to Address Students’ Learning Needs and Ensure Positive Academic Outcomes” – William & Mary TTAC                                                                This article explains how HLPs can be used to deliver SDI and provides real-world examples of strategies teachers can apply in the classroom.                            https://ttaclinklines.pages.wm.edu/high-leverage-practices-specially-designed-instruction-powerful-means-address-students-learning-needs-ensure-positive-academic-outcomes/

# data[].attributes.custom_properties.ddaXSzno
SDI applies specifically to students eligible for special education services under IDEA disability categories. These are students whose IEP teams determine that individualized, specially designed teaching is necessary to address their unique learning needs.

# data[].attributes.custom_properties.g5njuoao
A student with dyslexia receives explicit, systematic phonics instruction delivered in a one-on-one or small-group setting. A student with ADHD is taught self-monitoring strategies (like using a checklist) to build independence. A student with autism receives social communication lessons with role-play to generalize conversation skills.

# data[].attributes.custom_properties.zXcWUNx4
HLP 11: Identify and prioritize long- and short-term learning goals                                         Teachers align IEP goals with instructional design, ensuring SDI is targeted and measurable.                                          https://ceedar.education.ufl.edu/wp-content/uploads/2017/07/CEC-HLP-Web.pdf

# data[].attributes.custom_properties.HO03JhsM
Differentiation is a teaching approach where educators adjust instruction such as the content, process, product, or learning environment to meet the diverse needs of students. The goal is to ensure all students can access the same curriculum but in ways that match their readiness levels, learning styles, and interests.

# data[].attributes.custom_properties.a6i67LdE
"Teachers and differentiated instruction: Exploring differentiation practices to address student diversity." This journal article examines the challenges and opportunities of differentiation, especially for diverse learners. https://doi.org/10.1111/1471-3802.12481

# data[].attributes.custom_properties.ddaXSzno
Differentiation applies to all students, but it is especially important for students with disabilities under IDEA, English language learners, and students who need enrichment (Eikeland & Ohna, 2022). It is a proactive approach to ensure diverse learners succeed in the same classroom.

# data[].attributes.custom_properties.g5njuoao
Offering reading materials on the same topic at varying levels of complexity. Allowing students to demonstrate learning in different formats (e.g., essay, poster, video). Using flexible grouping so students can work with peers at similar readiness levels or strengths.

# data[].attributes.custom_properties.zXcWUNx4
HLP 12: Systematically design instruction to achieve long and short-term learning goals                                                                          Teachers use ongoing assessment data to adapt lessons, ensuring all students work toward meaningful goals.                                                           https://ceedar.education.ufl.edu/wp-content/uploads/2017/07/CEC-HLP-Web.pdf

# data[].attributes.custom_properties.OKmv-dIo
Eikeland, I., & Ohna, S. E. (2022). Differentiation in education: a configurative review. Nordic Journal of Studies in Educational Policy, 8(3), 157–170. https://doi.org/10.1080/20020317.2022.2039351                                                                                 Illinois School Psychologists Association. (n.d.) What’s the Difference? Accommodations vs. Modifications vs. Interventions. https://www.ilispa.org/assets/docs/ResourceLibrary/Natalie%20Nordlund_AccommodationsModifications%20Interventions1.pdf                                                  Mastropieri, M. A., Scruggs, T. E., & Regan, K. (2023). The inclusive classroom: Strategies for effective differentiated instruction. Pearson Education.