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Interventions are targeted teaching strategies or support plans designed to help students who are struggling academically, behaviorally, or socially. These are usually short-term efforts used in general education settings to close learning gaps before considering special education services.

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Interventions are most often used for students who are not currently identified under the IDEA disability categories but are at risk for failure or showing early signs of difficulty. This includes students with suspected Specific Learning Disabilities (SLD) in areas like reading, writing, or math, as well as those with behavioral or emotional challenges. Interventions may also support students with attention issues with ADHD, which may fall under the "Other Health Impairment" category or language processing difficulties.

These students may not yet have an IEP, but interventions help determine if more support or formal evaluation is needed.

Examples:

1. Small Group Instruction: A teacher provides focused reading practice for a small group of students struggling with decoding.

2. Behavioral Intervention Plan (BIP): A strategy that helps reduce disruptive behavior by identifying triggers and teaching replacement behaviors.

Check-In/Check-Out (CICO): A daily routine where students check in with a mentor or staff member to review goals and get encouragement.

Additional Resource:

Title: What Is Intervention? - RTI Action Network

Summary: This article explains the purpose of academic and behavioral interventions within the RTI (Response to Intervention) model and offers examples and implementation tips.

Link: RTI Action Network – What Is Intervention?

High-Leverage Practice (HLP):

Title: Provide Intensive Instruction

Summary: This practice involves delivering targeted, frequent, and individualized support for students who are not making progress in core instruction. Intensive instruction is often used in Tier 2 or Tier 3 of an RTI/MTSS model.

Link: HLP: Provide Intensive Instruction Provide Intensive Instruction

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Differentiation is a teaching method where the teacher adjusts content, process, product, or learning environment to match students’ individual needs, learning styles, readiness levels, or interests. It allows all students, including those with and without disabilities, to access the curriculum in a way that works best for them.

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Differentiation applies to all students, but is especially important for those with disabilities identified under IDEA, such as Specific Learning Disabilities (SLD), Autism Spectrum Disorder, Emotional Disturbance, and Other Health Impairments. It is also used for gifted learners, English language learners, and students with varying academic levels within a general education classroom. It is not a special education service but a general education approach to meeting diverse needs.

Examples:

1. Tiered Assignments: Students complete tasks at different levels of difficulty based on their readiness.

2. Flexible Grouping: Students are grouped and regrouped based on topic, ability, or interest for class activities.

Choice Boards: Students choose how to demonstrate learning (poster, essay, video).

Additional Resource:

Title: What Is Differentiated Instruction? – ASCD

Summary: This article from ASCD offers an overview of differentiation, practical classroom examples, and tips for managing a differentiated classroom.

Link: ASCD – Differentiated Instruction Resources

High-Leverage Practice (HLP):

Title: Adapt Curriculum Tasks and Materials for Specific Learning Goals

Summary: Teachers adjust assignments and materials so students can reach the same goal in different ways, ensuring access while maintaining rigor.

Link: HLP: Adapt Curriculum Tasks

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Accommodations are changes in how a student learns or shows what they know, without changing the learning expectations or curriculum standards. These supports are designed to help students access the same content as their peers in a way that works better for their specific needs.

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Accommodations are typically used for students who have a documented disability under IDEA, such as those with Specific Learning Disabilities (SLD), ADHD (categorized under Other Health Impairments), Autism, Speech or Language Impairments, or Visual or Hearing Impairments. Students with Section 504 Plans (not necessarily under IDEA) may also receive accommodations. These students are expected to meet the same grade-level standards as their peers but may need support in doing so.

Examples:

1. Extended Time: Allowing more time to complete tests or assignments

2. Preferential Seating: Seating the student near the front or away from distractions.

3. Text-to-Speech Technology: Using tools that read digital text aloud to support reading comprehension.

Additional Resource:

Title: Accommodations and Modifications – Understood.org

Summary: This resource clearly explains the difference between accommodations and modifications, who gets them, and how they support students with disabilities.

Evidence-Based Practice (EBP):

Title: Accessible Instructional Materials – National Center on Accessible Educational Materials (AEM)

Summary: This EBP focuses on providing materials in formats such as audio, large print, or Braille to support students with print disabilities and ensure access to the general curriculum.

Link: AEM Center – Accessible Materials Link: Understood.org – Accommodations vs. Modifications

High-Leverage Practice (HLP):

Title: Provide Scaffolded Supports

Summary: This HLP involves offering temporary supports such as cues, models, or tools (e.g., graphic organizers or checklists) to help students access content and gradually build independence.

Link: HLP: Provide Scaffolded Supports

Evidence-Based Practice (EBP):

Title: Accessible Instructional Materials – National Center on Accessible Educational Materials (AEM)

Summary: This EBP focuses on providing materials in formats such as audio, large print, or Braille to support students with print disabilities and ensure access to the general curriculum.

Link: AEM Center – Accessible Materials

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Adaptations are changes to the way instruction is delivered or how learning materials are presented, which help a student access the curriculum more effectively. Unlike modifications, adaptations do not change the learning goals but support the student in reaching the same objectives as their peers.

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Adaptations are typically used for students with disabilities under IDEA, such as those with Specific Learning Disabilities (SLD), Autism Spectrum Disorder, Deafness or Hearing Impairments, or Visual Impairments. These supports may also be used for students with physical disabilities or speech/language impairments. Adaptations help students who understand the material but need it presented differently in order to succeed.

Examples:

1. Visual Schedules: Providing picture-based daily schedules to support students with Autism.

2. Enlarged Texts: Offering large-print versions of classroom materials for students with visual impairments.

Simplified Language: Rewriting instructions using simpler vocabulary for students with language processing challenges.

Additional Resource:

Title: Wrightslaw: Adaptations, Accommodations, and Modifications

Summary: This article breaks down the differences between accommodations, adaptations, and modifications, and explains when and how each should be used in special education.

Link: Wrightslaw – Adaptations Overview

High-Leverage Practice (HLP):

1. Title: Adapt Curriculum Tasks and Materials for Specific Learning Goals

2. Summary: This practice involves adjusting how tasks are presented—through visuals, hands-on materials, or language simplification—while keeping the learning goals the same.

3. Link: HLP: Adapt Curriculum Tasks

Evidence-Based Practice (EBP):

Title: Universal Design for Learning (UDL)

Summary: UDL is an evidence-based framework that supports flexible ways of presenting information and assessing learning to meet the needs of all learners, especially those with disabilities.

Link: CAST – UDL Guidelines

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Modifications are changes to what a student is expected to learn. They alter the curriculum or performance expectations, usually by simplifying content, reducing the amount of work, or adjusting grading standards. Modifications change the learning goals to better fit the student’s individual needs.

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Modifications are generally used for students with significant cognitive disabilities or those who cannot meet grade-level standards even with accommodations and adaptations. This includes students with disabilities under IDEA such as Intellectual Disabilities, Autism Spectrum Disorder, Multiple Disabilities, or Traumatic Brain Injury. These students usually have an Individualized Education Program (IEP) with goals aligned to their modified curriculum.

Examples:

1. Reduced Assignments: A student completes only 10 math problems instead of 30.

2. Alternate Reading Level: A student reads a simplified version of a novel the rest of the class is reading.

3. Different Grading Scale: A student is graded based on IEP goals rather than grade-level standards.

Additional Resource:

Title: Modifications in School – Understood.org

Summary: This article explains what modifications are, how they differ from accommodations, and when they are appropriate in a special education setting.

Link: Understood.org – Modifications

High-Leverage Practice (HLP):

Title: Teach Cognitive and Metacognitive Strategies to Support Learning and Independence

Summary: This HLP helps students who require modified curriculum by teaching them strategies to think about their own thinking and learning processes, promoting independence and growth.

Link: HLP: Teach Metacognitive Strategies

Evidence-Based Practice (EBP):

Title: Functional Curriculum for Students with Disabilities

Summary: This EBP focuses on teaching life skills and practical academic content to students with significant disabilities who need a modified curriculum.

Link: NCII – Intensive Intervention and Functional Curricula

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Specially Designed Instruction (SDI) refers to customized teaching methods, strategies, and materials used to help a student with a disability meet their IEP (Individualized Education Program) goals. SDI is not a generic teaching approach, it is specifically created to address the unique needs of a student due to their disability, and it must be delivered by a special education professional.

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SDI is provided only to students who qualify for special education services under IDEA (Individuals with Disabilities Education Act). This includes students identified with one or more of the 13 disability categories, such as:

Specific Learning Disability (SLD)

Autism Spectrum Disorder (ASD)

Emotional Disturbance

Intellectual Disability

Speech or Language Impairment
…and others.

A student must have an IEP in place to receive SDI.

Examples:

1. Reading instruction using multisensory methods (e.g., Orton-Gillingham for students with dyslexia)

2. Breaking math problems into small, manageable steps with explicit modeling and practice

3. Modified science curriculum vocabulary for a student with a language processing disorder

Each of these examples includes intentional, personalized strategies created to help a student access and succeed in the general curriculum in a way that works for their individual learning profile.

Additional Resource for SDI:

Title: Specially Designed Instruction: What You Need to Know

Summary:
This article from Understood.org provides a clear and parent-friendly explanation of what Specially Designed Instruction is, how it differs from other support strategies, and examples of what SDI might look like across subject areas. It helps educators and families understand the role of SDI in the IEP process.

Link: https://www.understood.org/en/articles/specially-designed-instruction-what-you-need-to-know

High-Leverage and Evidence-Based Practices for SDI-

📍 High-Leverage Practice #16 – Use explicit instruction

Summary:

Involves clear and direct teaching of skills and concepts using modeling, guided practice, and feedback—ideal for students with disabilities.

Link:

https://highleveragepractices.org/701-2/

📍 High-Leverage Practice #18 – Use strategies to promote active student engagement-

Summary:

Encourages use of questioning, discussion, and interactive activities to maintain engagement and participation, which are key to effective SDI.

Link:

https://highleveragepractices.org/702-2/

📍 Evidence-Based Practice – Differentiated Instruction (DI)-

Summary:

Adapts teaching methods, materials, and assessments based on students’ needs, which supports the individualized nature of SDI.

Link:

https://www.cast.org/impact/universal-design-for-learning-udl/differentiated-instruction

📍 Evidence-Based Practice – Direct Instruction (DI)-

Summary:

A structured, teacher-led method focused on mastery through repetition, immediate feedback, and clear goals—commonly used in SDI plans for students with learning challenges.

Link:

https://intensiveintervention.org/intervention-resources/direct-instruction