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 Teaching strategies that help students to meet learning goals.  These should be a short term strategy tailored to the student and be designed to improve students performance in academic or behavior, before referring them to them to the special education team.

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All students can be given interventions based on need such as not making expected progress, students at risk, or students with disabilities.

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Differentiation is when you design instruction to meet the students diverse needs. This means you can make adjustments to the content, process, products, or learning environments based on students’ interests and learning profiles.

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All students are eligible for differentiation. It does not matter if a student has a documented disability, but students who have Specific Learning Disabilities (SLD), Autism, ADHD, Giftedness, or students with varying language proficiency levels can benefit from differentiation. This ensures the same access to the curriculum but through tailored and individualized approaches.

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1. Targeted small group instruction- Students are grouped by skill level in small groups to target specific student needs.

2. Audio Texts-Providing Students who are struggling with reading alternative versions of textbooks such as audiobooks

3. Tiered Assignments- students research a person or event using different resources: some use videos and infographics, others use textbooks, depending on their unique needs.

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Differentiation: An Overview
This article from Edutopia share an idea of what differentiation looks like in real classrooms, it includes helpful strategies, videos, and teacher tips. It also simplifies how to differentiate content.
Link: https://www.edutopia.org/article/differentiated-instruction-resources

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High Leverage Practice Or Evidence Based Practices

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High Leverage Practice Or Evidence Based Practices

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High-Leverage Practice #17: Use Flexible Grouping

Flexible grouping lets the educator place students into small groups that change as the student's needs change. You might group together students who need extra practice on the same skill, or mix abilities so classmates can help each other. By switching groups often, you make sure every student gets the right level of support and challenge.

Link: https://highleveragepractices.org/hlp-17-use-flexible-grouping

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1. Behavior Chart- A student struggling with behavior in the class is given a behavior chart to help manage behavior by offering an incentive (sticker)

2. Math drills- Computer-based fluency programs like Boodle Math

3. Graphic Organizers – Help students plan and organize their writing.

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Minor changes that are put into place to accommodate the students how to Learning needs. Accommodations should nor change student expectations or what the student learns but rather help the student meet the expectation in a way that works for them in the general education classroom.

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Accommodations are usually given to students who are on Individualized education plans (IEP) or 504 plans. These students usually have some type of disability or learning disability and include diagnosis's such as autism, hearing or visual impairments, any other disabilities recognized by the Individuals with Disabilities Education act (IDEA).

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1. Giving additional time to complete assignments.

2. Responding verbally instead of writing.

3. Small group Instruction or testing environment.

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The difference between Accommodations and Modifications:
This article explains how accommodations and modifications differ, and provides simple and clearly defined examples. Information is also given information on who qualifies for each .
Link: https://www.understood.org/en/articles/the-difference-between-accommodations-and-modifications

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High Leverage Practice or Evidence Based Practice

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High Leverage Practice or Evidence Based Practice

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HLP 19: Use Assistive and Instructional Technologies

This practice highlights the integration of technology tools to enhance learning opportunities for students with disabilities, facilitating access to instructional content.

Link: https://www.aft.org/ae/winter2020-2021/brownell_ciullo_kennedy?utm

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What is Response to Intervention (RTI): A Primer for Parents

The article is from the National Center for Learning Disabilities and is a summary of what interventions are, how they fit within the RTI framework, and provide information on what parents should understand to support students early with information on strategies for struggling students.

Link: https://www.understood.org/en/articles/understanding-response-to-intervention

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At a glance

RTI aims to identify kids who are struggling in school.

It uses targeted teaching to help them catch up.

An important part of RTI is measuring progress and providing more support to kids who need it.

If you look inside any general education classroom, chances are good that you'd see different students struggling for different reasons. It can be hard for a teacher to tell right away which students are struggling or why.

Response to intervention (RTI) aims to identify struggling students early on and give them the support they need to thrive in school. The word intervention is key to understanding what RTI is all about. The goal is for the school to intervene, or step in, and start helping before a student falls really far behind.

Teachers can provide targeted teaching - called interventions - to help struggling students catch up. A big part of the RTI process involves closely monitoring student progress. That way the school can see which students need more academic support.

RTI isn't a specific program or type of teaching. It's a proactive approach: RTI measures students' skills and uses this data to decide which interventions to use.

About the author

About the author

Amanda Morin is the author of "The Everything Parent's Guide to Special Education" and the former director of thought leadership at Understood. As an expert and writer, she helped build Understood from its earliest days.

Reviewed by

Reviewed by

Elaine M. Niefeld, MA, MBA is a consultant and former associate director of the RTI Action Network.

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Response to intervention (RTI) is a multi-tier approach that aims to identify struggling students early and help them catch up. Learn what RTI is and how it works.

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Adaptations are simple changes to the classroom, materials, or routines these can range from different seating arrangements, enlarged text, or shorter worksheets these changes help students maintain equal access the same lessons, making it easier to show what they know without changing what they’re expected to learn.

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Any students with disabilities (IDEA-eligible or 504-eligible), especially if their disability makes the standard environment or materials challenging. Adaptations are written into IEPs or 504 plans and guarantee that the setting, timing, or presentation of instruction are provided to students.

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1. Flexible Seating Options- Students are provided with alternatives to seating such as standing desk or bean bag floor or rocking chairs.

2. Reduced work load- This allows students to complete the same type of problems but limits the number done since their processing skills are slower.

3. Noise reduction headphones-Helps students who are easily distracted or sensitive to noise block out sounds and helps maintain focus.

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Accessible Educational Materials (AEM) in the IEP: Quick Guide
This video guide from the AEM Center shows families and educators how and where to include accessible educational materials in a student’s IEP.
Link: https://aem.cast.org/get-started/resources/2021/aem-in-the-iep

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High Leverage Practice or Evidence Based Practice.

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High Leverage Practice or Evidence Based Practice.

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EBP: Assistive Technology: An Overview (IRIS Center)
This is an IRIS learning module that gives a research-backed perspective of how AT devices like text-to-speech, or graphic organizers and AT services can be modified to meet individual student needs.
Link: https://iris.peabody.vanderbilt.edu/module/at/

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High Leverage Practice OR evidence based Practices

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High Leverage Practice OR evidence based Practices

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EBP: What You Need to Know About Academic Interventions
This article gives parents a friendly breakdown of academic interventions, and how they are implemented in schools. It’s is also helpful explaining interventions to families.
Link: https://www.understood.org/en/articles/instructional-intervention-what-you-need-to-know

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Modifications change what a student is expected to learn or demonstrate. Unlike adaptations, modifications make adjustments the curriculum expectations so that a student works toward different, learning goals.

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Students whose learning needs require even more (often IDEA-eligible). The IEP team determines that grade-level standards must be modified. Modifications are documented in the IEP and focus on the necessary skills that are customized to the student’s abilities.

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1. Adjusted reading goals -Practices below grade Level Comprehension.

2. Simplified Writing Assignments- A student will write a one page story vs a 5 paragraph essay.

3. Alternate Math objectives-Instead of working on fractions a student is working on multiplication and division fluency.

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The Difference Between Accommodations and Modifications

This article summarizes the difference between accommodations which change how students learn without altering learning goals and modifications which change what students learn by simplifying or reducing curriculum requirements.
Link: https://www.understood.org/en/articles/the-difference-between-accommodations-and-modifications

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High Leverage Practice Or Evidence Based Practice

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High Leverage Practice Or Evidence Based Practice

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HLP 5 – Interpret & Communicate Assessment Information

This explains how teachers gather information from student observations, work samples, tests, behavior assessments, and family input to gain anunderstanding of a student’s strengths and needs. Then they share this with teachers, families, and the student to create and carry out a personalized plan with high goals and the right supports.

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Link:
https://highleveragepractices.org/four-areas-practice-k-12/assessment

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Specially Designed Instruction (SDI) means changing how a student with a disability is taught to help them reach their IEP goals. It is planned just for them based on what they need to learn best.

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Who gets Specially Designed Instruction (SDI)

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Who gets Specially Designed Instruction (SDI)

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SDI is only for students who qualify for special education services under IDEA. It is written into the student’s Individualized Education Program (IEP) and tailored to help the student work toward grade-level or functional goals, depending on their needs.

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1. Re-teaching Concepts with Hands-On Activities

After a general ed lesson, review concepts using manipulatives to reinforce learning for a student who needs more concrete examples

2. Small-group reading instruction using a structured phonics program

3. Pre-teaching key vocabulary before a lesson

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Specially Designed Instruction

This article explains Specially Designed Instruction (SDI) means changing what or how something is taught to help a student with a disability reach their IEP goals. It focuses on personalized teaching, not just general supports like accommodations or modifications.

Link: https://exceptionalchildren.org/topics/specially-designed-instruction

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High Leverage Practice Or Evidence Based Practice

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High Leverage Practice Or Evidence Based Practice

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Associated High-Leverage Practice (HLP)

HLP 16 – Use Explicit Instruction
This practice uses clear, direct teaching steps with modeling, guided practice, and feedback which are key features of SDI for students who need additional structure to learn new skills.
Link: https://highleveragepractices.org/hlp-16-use-explicit-instruction