# data[].attributes.body
Interventions are teaching strategies or supports designed to address a student’s academic, behavioral, or social-emotional challenges. They are used when a student is not making expected progress through regular classroom instruction alone.

Interventions apply to students struggling significantly in a specific area (academic, behavioral, or emotional) and are often used with students in Tier 2 or Tier 3 of the RTI (Response to Intervention) or MTSS (Multi-Tiered System of Supports) framework.

Examples: Small group instruction, Graphic organizers, Repeated reading

Intervention Central is a great resource for educators that provides free, evidence based and behavioral intervention tools for students. https://www.interventioncentral.org

HLP#16-Use Explicit Instruction: This practice breaks learning into easier steps, modeling skills, providing guided practice and offering feedback. #17129 CEC High-Leverage Practices

EBP: Use of Graphic Organizers to Support Reading Comprehension: Graphic organizers can help students visually organize information, which improves understanding and recall. Best Practices in Special Ed: Evidence-Based Strategies

EBP: Repeated Reading for Fluency Development: This practice involves students reading the same passage multiple times to build reading fluency and comprehension. Response to Intervention | RTI | RTI Resources | Intervention Central

# data[].attributes.body
Differentiation is an approach in teaching where teachers teach the same concept but in different ways so that all students can access the information where they are academically and how they learn.

Students that would receive differentiated instruction would be those that have different learning needs such as students with disabilities, ELL's, struggling students such as those with a learning delay, or students with different learning styles.

Examples: Scaffolding, audiobooks, and simplified assignments

4 Tools for Doable Differentiation: This article is to give more information to teachers on how to make differentiation sustainable and meet all the student's needs.4 Tools for Doable Differentiation

HLP#16: Use Explicit Instruction- This practice differentiates learning by supporting students who need more step-by-step instruction or scaffolding. #17129 CEC High-Leverage Practices

HLP#19: Assistive and Instructional Technologies- Teachers can allow students to access content in various formats such as audiobooks. #17129 CEC High-Leverage Practices

EBP: Differentiated Instruction- Not all students learn at the same pace or in the same way. Some may need simplified assignments or reduced number of test questions. WWC | Find What Works!

# data[].attributes.body
Accommodations are when students are doing the same curriculum as their peers, but the learning environment is changed so the student is able to access the same curriculum based on their needs.

Accommodations are for all students, not just students with an IEP or 504 plan.

Examples: Providing extra time on the same tests/assignments, reading a test to a student, preferential seating

Accommodations, Modification and Interventions. This website is a great resource for teachers to learn the difference between the three terms, and examples of each. Accommodations_Modification_Interventions.pdf

EBP: Providing Testing Accommodations- Providing extra time on tests can help students demonstrate their knowledge accurately without altering the curriculum. Best Practices in Special Ed: Evidence-Based Strategies

HLP #16: Use Explicit Instruction- Making instruction accessible to all students especially for students with reading difficulties that will benefit from having the test read to them. #17129 CEC High-Leverage Practices

HLP #7: Establish a consistent, organized, and respectful learning environment- Preferential seating is a way to create an environment for the student that supports attention and behavior. HLP #7: Establish a Consistent, Organized and Respectful Learning Environment | High-Leverage Practices

# data[].attributes.body
Adaptations are changes made to how the students learn or engage in the lesson to help them access instruction more effectively.

Students who would receive adaptations would be ones who have an IEP, 504 plan or who are struggling and need temporary support.

Examples: Simplified vocabulary, visual supports, and alternative responsive formats

HLP#13: Make Adaptations. This page has a great video that explains HLP 13 and how adaptations can be extra support for students with disabilities. HLP #13: Make Adaptations | High-Leverage Practices

HLP#15: Provide Scaffolded Supports- Teachers can select simplified vocabulary tailored to the students' needs then gradually add more as their knowledge expands. High-Leverage Practices Glossary | High-Leverage Practices

HLP#7 Establish a consistent, organized, respectful learning environment- Visual supports can be used to reduce confusion in students and make it easier to grasp for individuals with communication challenges. Using Visual Tools to Enhance Autism Therapy

HLP#19: Use Assistive and Instructional Technologies- Teachers can allow students to use alternative responsive formats like speech-to-text or graphic organizers to respond in accessible ways. TIES TIPS | Foundations of Inclusion | TIP #9: Special Education High Leverage Practices for Instruction in Inclusive Settings | Institute on Community Integration Publications

# data[].attributes.body
Modifications are changes to the student's course of study that lowers the expectation.

Students who would have modifications are generally students with significant cognitive or physical disabilities.

Examples: Grading is changed to different standard, Assignments are changed to lower levels, and testing reading level is lowered.

Accommodations, Modifications, and Interventions. This file is a great resource for teachers to learn the three terms and examples of each with good teaching strategies. Accommodations_Modification_Interventions.pdf

HLP#6: Use Student assessment data, analyze instructional practices, and make necessary adjustments- Teachers will use ongoing data to adjust how students are graded based on their individualized goals. #17129 CEC High-Leverage Practices

HLP#5: Adapt curriculum tasks and materials for specific learning goals- Teachers will need to adjust assignments and tests to match the student's IEP and learning level by simplifying or shortening content. #17129 CEC High-Leverage Practices

# data[].attributes.body
Specially Designed Instruction (SDI) is instruction that is designed and required by law under a student's IEP, to meet their different learning needs as a result of their disability.

Students that would receive SDIs would include those with specific learning disabilities, autism disorder, speech or language impairment, traumatic brain injury, and other disabilities.

Examples: changing instructional approach, executive functioning, and social skills

In practical terms, specially designed instruction (SDI) is instruction that is tailored to a particular student. This resource defines what SDI is, who receives them, and how they can be provided. Specially Designed Instruction Council for Exceptional Children.

HLP #16: Use Explicit Instruction- Teachers model skills with guided practice and corrective feedback. #17129 CEC High-Leverage Practices

HLP #14: Teach Cognitive and Metacognitive Strategies to Support Learning and Independence. Teachers teach students how to use strategies to summarize and set goals to help them become independent learners. #17129 CEC High-Leverage Practices