• Interventions are actions and strategies put in place by a student's team at school in order to improve their progress and support them to meet grade-level expectations. They come different tiers, depending on the need presented. The tiers are as follows:

  • Tier 1 general core instruction- this tier includes differentiated instruction for all students

  • Tier 2 targeted interventions- this tier targets students who have not grasped the necessary concepts yet.

  • Tier 3 intensive interventions- this tier is for student who require significant intervention as compared to their peers.

Who do interventions apply to?

• Interventions are put in place for students with a variety of different needs. This could include English Language Learners (ELLs), students with disabilities, students with behavioral challenges, or at-risk students.

What are some examples of interventions?

• Behavioral interventions may include: behavior charts, calm-down corners, social skills groups, or check-in/check out systems.

• Reading interventions may include: targeted phonics instruction, differentiated instruction through reading groups, phonemic awareness drills & games, or one-on-one reading support with an aide.

• Math interventions may include: Visual models, hands-on manipulative, math fluency practices, or math games.

Where can I go to learn more about interventions?

• To go more in-depth in learning about interventions, what makes them effective, and how they are implemented, read more at:

• Effective Interventions in Education: Types and Examples https://www.highspeedtraining.co.uk/hub/effective-interventions-in-education/

What are some evidence-based practices for interventions?

• Self-Regulated Strategy Development is a practice that involves six steps to help students develop writing strategies by integrating self-regulation skills into the writing process. This intervention caters to diverse learning needs and equips students with writing tools for the classroom and beyond.

  • You can learn more about Self-Regulated Strategy Development here: https://ies.ed.gov/ncee/wwc/EvidenceSnapshot/680

• Cognitive Behavioral Intervention is a practice that helps students identify and overcome negative thoughts and behaviors. This intervention does so through assessment and engagement, formulation, active intervention, maintenance, and evaluation.

  • Learn more about Cognitive Behavioral Intervention here: https://www.appliedbehavioranalysisedu.org/what-is-cognitive-behavioral-intervention-in-the-context-of-applied-behavior-analysis/

• Differentiated instruction is the practice of using different instructional methods to meet the diverse needs of the student population in the classroom. Teachers differentiate their instruction by assessing students' levels and then adapting their content and method of engagement in order to make it accessible for everyone.

Who does differentiation apply to?

• Every student receives differentiation in their instruction to some extent, as it is simply teaching that is tailored to their specific level. However, differentiated instruction is especially useful for students who may be English Language Learners (ELLs), have autism spectrum disorder, ADHD, or another specific learning disability. Differentiation ensures that all students, regardless of need, are receiving instruction at their level in the classroom.

What are some examples of differentiation?

• Teaching in small groups according to level

• Incorporating pictures and graphics in lessons for students who need visual support

• Different methods of assessment, such as presentations, essays, or recording a video

Where can I learn more about differentiation?

• Check out this resource which offers more insight into differentiating content, process, products, and learning environments to fit student needs :

  • What is Differentiated Instruction? https://www.readingrockets.org/topics/differentiated-instruction/articles/what-differentiated-instruction

What are some high-leverage practices associated with differentiation?

• Direct Instruction

  • Direct instruction is the practice of breaking down complex tasks into clear, specific steps and teaching them directly to students. These lessons are often scripted, have clear objectives, and require paced instruction. You can learn more about direct instruction here: https://www.nifdi.org/15/index.php?option=com_content&view=article&id=52&Itemid=27

• Response to Intervention

  • Response to intervention is a practice that can be put in place in order to differentiate instruction. RTI offers different tiers of support that can be used for students in the classroom.

    • Tier one- tertiary level of prevention- universal, high-level instruction for every student in the classroom.

    • Tier two- targeted small group interventions for students who need more support than level one.

    • Tier three- intensive interventions that are specific and individualized for students with great need.

  • You can learn more about Response to Intervention here: https://files.eric.ed.gov/fulltext/ED526858.pdf

• Accommodations changes how the student learns or accesses the information in a class without lowering their academic expectations. They enable students with disabilities to participate alongside their peers.

Who do accommodations apply to?

• Many students with different needs qualify for accommodations of different natures. This may include students with physical, cognitive, emotional, or learning disabilities, as well as English Language Learners.

What are some examples of accommodations?

• Extended time for tests or assignments

• Preferential seating

• Use of manipulatives

• Organizational materials such as graphic organizers

Where can I learn more about accommodations?

• For more information about types of accommodations and why they are necessary for diverse learners, check out this cite.

• List of Accommodations for IEPs and 504s https://undivided.io/resources/list-of-accommodations-for-ieps-and-504s-210

What are some evidence-based practices for accommodations?

• Technology-Aided Instruction and Intervention- This practice allows for the use of technology such as apps, devices, speech-to-text, and other forms to assist students with disabilities in engaging in grade-level work with their peers.

  • Learn more about Technology-Aided Instruction and Intervention at AFRIM https://files.eric.ed.gov/fulltext/ED595410.pdf

• Prompting- This practice refers to giving students verbal, visual, or physical cues to initiate or continue a task they have done before. This helps to redirect the student without providing a direct answer.

  • Learn more about prompting here: https://techforalllearners.weebly.com/prompting--cueing.html

• Adaptations are similar to accommodations wherein they change the way a student interacts with the material without changing the material itself. Students will still be completing work at grade level, they will simply be doing so with supports in place.

Who do adaptations apply to?

• Adaptations apply to any students that need support in the typical classroom setting. This could include, but is not limited to students with cognitive, physical, emotional, or social disabilities, and those with autism spectrum disorder.

What are some examples of adaptations?

• Student is allowed to give verbal answers instead of written\

• Student is provided with noise-cancelling headphones to help with overstimulation

• Students are tested over multiple sessions as to not get overwhelmed.

Where can I learn more about adaptations?

• To learn more about how students receive accommodations, how they are implemented, and how they improve student performance, visit:

  • Academic Adaptation: What Are They and Why Are They Important? https://autismoutreach.ca/learningportal-programming-academic-adaptations-what-are-they-and-why-are-they-important/

What are some evidence-based practices for adaptations?

• Visual supports are a practice in which images, symbols, or words are used to support students in understanding concepts and communicating information. They are most commonly used for English Language Learners (ELLs), students with learning disabilities, autism, or speech/communication impediments.

  • You can learn more about visual supports, why they are important, how they are implemented, and why they work at: Visual Supports within an In elusive Learning Environment https://ncse.ie/wp-content/uploads/2024/10/NCSE-Visual-Supports-Environment-Resource-01.pdf

• Task analysis is a practice in which complex tasks are broken down into smaller, more manageable pieces in order to support students in completing them successfully. It makes difficult tasks more achievable and gives students the tools to become more independent.

  • You can learn more about task analysis, the evidence that supports it, how it is implemented at and at home, and why it works at: AFIRM https://files.eric.ed.gov/fulltext/ED595409.pdf

• Modifications are a change in what the student is expected to learn or what they are assessed on. This allows students who may be unable to operate on the same level of their peers to meet appropriate benchmarks for their own abilities.

Who do modifications apply to?

• Modifications typically apply to students with disabilities and are working below grade-level, or are on an alternate curriculum track. These students usually have an IEP that indicates the appropriate level for them to work on and be assessed at.

What are some examples of modifications?

• A student may be expected to write one or two full sentences instead of a full paragraph or essay

• A student may work on addition and subtraction while their peers work on multiplication

• A student may read and summarize a different or modified text than their peers

Where can I learn more about modification?

• You can learn more about modifications, what they look like, how they are implemented, and why they are useful at: What are Academic Modifications? https://www.understood.org/en/articles/modifications-what-you-need-to-know

What are some evidence-based practices associated with modification?

• Explicit instruction with content modification is a practice in which teachers explicitly teach a new concepts step-by step at the level on which the student is operating.

  • Take a look at this resource to learn more about explicit instruction: What is Explicit Instruction? https://www.understood.org/en/articles/what-is-explicit-instruction

• Differentiated instruction is a practice in which the educator adjusts their instruction to meet the needs of all students in the classroom. Oftentimes this will be done through the implementation of small groups, in which modifications to the curriculum can be made for those students who need it.

  • You can learn more about differentiated instruction and its implementation here: Differentiated Instruction https://www.learninga-z.com/site/company/what-we-do/differentiated-instruction?srsltid=AfmBOopwFbNnlBzjlfSoAONhhSgukAKREOXQZckgVptq-HyBUtT2OvFE

• Specially designed instruction refers to when teachers tailor instruction and how it is presented to target the needs of specific children with disabilities to help them reach their learning goals. These needs and goals are set forth by the child's Individualized Education Plan (IEP).

Who does specially designed instruction apply to?

• Specially designed instruction can be implemented with any student who has an IEP. It is implemented in order to help them reach their learning goals which are identified in their IEP.

What are some examples of specially designed instruction?

• Pre-teaching vocabulary

• Chunking tasks with checklists

• Using manipulatives

Where can I learn more about specially designed instruction?

• You can learn more about specially designed instruction, how it is achieved and monitored, and it's benefits at: Specially Designed Instruction https://www.uft.org/teaching/students-disabilities/specially-designed-instruction

What are some evidence-based practices for specially designed instruction?

• Systematic and Explicit Phonics Instruction is a practice in which the instructor uses clear and unambiguous language to teach phonics principles to students with reading difficulties. It benefits the student as it does not leave any confusion or ambiguity in instruction. Learn more about it here: https://fivefromfive.com.au/phonics-teaching/essential-principles-of-systematic-and-explicit-phonics-instruction/

• Cognitive Strategy Instruction is a practice in which the educator guides the students through new concepts by teaching them how to think about their own thinking and develop step-by-step strategies for learning. Learn more about it here: https://www.teachingld.org/wp-content/uploads/2019/08/original_Alert19.pdf