Frequently Used Instructional Terms by Kayle Taylor

What are interventions?

KTaylor1223 — 2025-09-07 03:24:35 UTC

An intervention is a structured, evidence-based teaching strategy designed to help a student strengthen or build a specific academic or behavioral skill. Unlike accommodations or modifications, which adjust how a student accesses or demonstrates learning, interventions directly target the underlying skill or knowledge deficit and provide extra instruction or practice to close that gap. Effective interventions are individualized, based on assessment data, and monitored regularly to track progress and adjust support as needed. They can be used with students who have disabilities as well as those without, and may also be paired with accommodations to address both barriers to learning and specific skill needs.

Examples of interventions

KTaylor1223 — 2025-09-07 03:31:26 UTC

Academic Interventions

Using repeated readings of a passage while tracking words per minute to improve speed and accuracy.
Short, focused sessions on multiplication facts with progress monitoring to build automaticity.
Pre-teaching and reviewing key terms before a lesson using flashcards, word maps, or digital tools.
Teaching a step-by-step strategy like POW+TREE for organizing written responses.
Daily short lessons on segmenting and blending sounds for early readers.

Behavioral Interventions

Student meets with an adult at the start/end of the day to set goals, track behavior, and review progress.
Earning tokens for positive behaviors (like staying on-task) that can be exchanged for rewards.
Teaching students to track their own behavior (e.g., “Did I raise my hand before speaking?”).
Small-group lessons on conflict resolution or perspective-taking, followed by practice and feedback.
A structured plan developed after a behavior assessment to teach replacement behaviors and reduce problem behavior.

Resources

KTaylor1223 — 2025-09-07 03:36:01 UTC

This article explains that EBPs are instructional methods and strategies that have been scientifically validated to significantly improve academic, social, and behavioral outcomes for students with disabilities. It highlights examples like explicit instruction, scaffolding, and self-regulation strategies, and emphasizes implementing these practices in inclusive settings under the principle of Least Restrictive Environment (LRE) to ensure that all students receive effective, research-backed support

Associated HLPs and EBPs

KTaylor1223 — 2025-09-07 04:11:09 UTC

HLP 10 emphasizes conducting a Functional Behavioral Assessment (FBA) to understand the triggers and purpose of a student’s challenging behavior. Based on the FBA, educators create a behavior intervention plan that teaches appropriate replacement behaviors, adjusts the environment to support positive choices, removes reinforcement for problem behaviors, and uses ongoing data collection to monitor progress.

HLP 6 highlights the importance of using student assessment data to set goals, guide instruction, and make ongoing adjustments that improve learning outcomes. Effective educators continuously collect and analyze data from multiple sources, reflect on their own practices, and collaborate with students, families, and colleagues. They refine or replace strategies as needed while retaining culturally responsive practices that support student success.

References

KTaylor1223 — 2025-09-07 04:12:11 UTC

https://cdnsm5-ss10.sharpschool.com/UserFiles/Servers/Server_18918846/File/Counseling%20Center/Student%20Support%20Team/Resources%20for%20Teachers/Forms%20for%20Teachers/Accommodations_Modification_Interventions.pdf

https://iris.peabody.vanderbilt.edu/module/acc/cresource/q1/p02/#content

https://highleveragepractices.org/structure-4-domains-22-hlps

https://highleveragepractices.org/high-leverage-practices-and-evidence-based-practices-promising-pair

https://www.ilispa.org/assets/docs/ResourceLibrary/Natalie%20Nordlund_AccommodationsModifications%20Interventions1.pdf

Mastropieri, M. A., Scruggs, T. E., & Regan, K. S. (2022). The inclusive classroom: Strategies for effective differentiated instruction (7th ed.). Pearson. https://bibliu.com/app/?bibliuMagicToken=83jiwlETPLby0C5L6fhCFYZlg8CWtd0g#/view/books/B1BAELIXZXP9Z/epub/OPS/xhtml/fileP700101812700000000000000000049E.html#page_6

What is differentiation?

KTaylor1223 — 2025-09-07 04:17:55 UTC

Differentiation is designing instruction in a way that meets all students where they are by varying content, process, product, or learning environment based on readiness, interest, and learning profile. This can apply to all students, including those with and without disabilities. Differentiation is particularly effective for students with Specific Learning Disabilities, ADHD, language impairments.

Examples of differentiation

KTaylor1223 — 2025-09-07 04:18:20 UTC

1. Content Differentiation (What students learn)

Providing reading materials at varying levels of complexity for the same topic.
Offering audio versions of texts or videos for students who struggle with reading.
Using choice boards where students select which subtopics to explore within a unit.

2. Process Differentiation (How students learn)

Grouping students by readiness or interest for small-group instruction.
Using tiered assignments where all students work on the same concept but at different levels of complexity.
Incorporating hands-on activities, experiments, or simulations for kinesthetic learners.

3. Product Differentiation (How students show learning)

Allowing students to demonstrate understanding via essay, presentation, video, or artwork.
Offering options for students to create digital projects, posters, or models.
Using portfolios for students to compile and reflect on their work over time.

4. Learning Environment Differentiation (Where or with whom students learn)

Flexible seating options like standing desks, floor cushions, or quiet corners.
Partnering students for peer tutoring or collaborative projects.
Providing access to sensory tools or assistive technology to support focus and engagement.

Resources

KTaylor1223 — 2025-09-07 04:18:29 UTC

This blog post presents four evidence-based strategies to help educators differentiate instruction effectively: (1) start by identifying exactly which students require specific types of support using both data and teacher intuition; (2) use small groups to deliver more targeted, differentiated instruction; (3) maintain clarity about academic standards to ensure purposeful differentiation; and (4) embrace collaboration and support from peers to sustain and enhance differentiation efforts

Associated HLPs and EBPs

KTaylor1223 — 2025-09-07 04:18:47 UTC

HLP 17 emphasizes using flexible student groupings of varying sizes and purposes to support instruction, review, and active learning. Effective grouping is not just about group size, it requires intentional planning, evidence-based teaching practices, and alignment with student goals and data. Flexible groups allow educators to target instruction to meet diverse student needs and promote meaningful learning outcomes.

References

KTaylor1223 — 2025-09-07 04:19:15 UTC

https://highleveragepractices.org/structure-4-domains-22-hlps

What is an accommodation?

KTaylor1223 — 2025-09-07 04:20:36 UTC

Accommodations are supports or changes to how a student learns or demonstrates their knowledge without changing the actual content or expectations of the assignment. They remove barriers so students, whether or not they have an IEP or 504 plan, can access the material and show what they know. Accommodations often involve adjustments to the environment, materials, or instructional methods and are considered effective teaching strategies rather than changes to the curriculum itself.

Examples of accommodations

KTaylor1223 — 2025-09-07 04:20:50 UTC

* Extended time, frequent breaks, varying of activities

* Change in classroom, preferential seating, physical arrangement of the room, reducing/minimizing distractions, cooling off period

* Emphasizes varied teaching approaches (visual, auditory, multi-sensory)

* Individual or small group, demonstrating/modeling, visual cues, use of manipulatives, pre-teahing, graphic organizers

* Highlighting material, note taking assistance, notes provided by teacher, calculator, computer, word processor, Braille, and/or large print

* Directions given in small, sequential steps, copying from book

* Positive reinforcement, concrete reinforcement, checking for understanding, study guides, before/after school tutoring

* Reading test verbatim, shortening length of test, test format changed (multiple choice vs. fill in the blank)

* Allow for verbal responses

Resources

KTaylor1223 — 2025-09-07 04:21:01 UTC

This video explains the difference between classroom accommodations and modifications for students with disabilities and how to choose and monitor them effectively. It offers clear guidance to educators on ensuring students have appropriate support while maintaining learning standards and compliance with IDEA and Section 504.

Associated HLPs and EBPs

KTaylor1223 — 2025-09-07 04:21:15 UTC

HLP 19 focuses on using assistive and instructional technologies to support student learning and independence, particularly for students with disabilities. Educators select and implement technology based on student needs, IEP goals, and evidence-based practices, often using frameworks like UDL and the SETT model. Collaboration with specialists, ongoing evaluation, and advocacy for proper technology support are key to ensuring these tools effectively enhance instruction and accessibility.

References

KTaylor1223 — 2025-09-07 04:22:10 UTC

https://highleveragepractices.org/high-leverage-practices-and-evidence-based-practices-promising-pair

https://highleveragepractices.org/structure-4-domains-22-hlps

What is an adaptation?

KTaylor1223 — 2025-09-07 04:22:56 UTC

An adaptation is a change or adjustment made to instruction, materials, or the learning environment to help a student access and engage with the curriculum. Unlike accommodations, which maintain the same expectations, adaptations may alter how content is taught or how students demonstrate learning, often to meet the needs of students who require more support. Adaptations aim to provide equitable opportunities for all students to succeed while addressing individual strengths and challenges.

Examples of adaptations

KTaylor1223 — 2025-09-07 04:23:07 UTC

1. Instructional Adaptations

Breaking lessons into smaller, manageable steps for students who struggle with attention or processing.
Using visual aids, graphic organizers, or color-coded materials to support comprehension.
Providing multi-sensory instruction, such as combining hands-on activities with verbal explanations.

2. Assignment Adaptations

Simplifying or modifying the instructions for a project while keeping the learning goal intact.
Allowing students to complete tasks using alternative formats, like creating a video or drawing instead of a written report.
Providing scaffolds, such as sentence starters or guided outlines, to support task completion.

3. Environmental Adaptations

Adjusting seating arrangements to reduce distractions or provide sensory support.
Providing assistive technology, such as text-to-speech or speech-to-text tools.
Allowing flexible timing or breaks during instruction and assessments.

Resources

KTaylor1223 — 2025-09-07 04:23:15 UTC

This video focuses on High-Leverage Practice (HLP) #13, which emphasizes the importance of making adaptations in teaching to meet the diverse needs of students. It discusses various strategies for modifying instruction, materials, and assessments to ensure all students can access and engage with the curriculum effectively. The video highlights the significance of flexibility and responsiveness in teaching to support student learning and success.

Associated HLPs and EBPs

KTaylor1223 — 2025-09-07 04:23:27 UTC

HLP 13 emphasizes adapting curriculum tasks and materials to meet students’ individual learning goals and needs. Educators may adjust difficulty, highlight key information, reduce workload, or use multiple examples to ensure accessibility while maintaining clear success criteria. These adaptations should be intentionally planned within instruction and incorporate culturally inclusive practices to support equitable learning.

References

KTaylor1223 — 2025-09-07 04:23:47 UTC

https://highleveragepractices.org/structure-4-domains-22-hlps

What is a modification?

KTaylor1223 — 2025-09-07 04:24:12 UTC

Modifications are changes made to what a student is expected to learn or demonstrate, often reducing the complexity or requirements of a task. Unlike accommodations, which keep learning expectations the same, modifications alter the curriculum, assessments, or standards to better match the needs of students who require significant support, such as those with substantial cognitive or physical disabilities. They are designed to help every student access learning in a way that aligns with their individual strengths and abilities.

Examples of modifications

KTaylor1223 — 2025-09-07 04:24:23 UTC

 Presentation of curriculum is modified using a specialized curriculum which is written at a lower level of understanding.

 Materials are adapted; texts are simplified by modifying the content areas, simplifying vocabulary, concepts and principles.

 Grading is subject to different standards than general education, such as being based on IEP goals.

 Assignments are changed using lower level reading levels, worksheets and simplified vocabulary.

 Testing Adaptations are used, such as lowering the reading level of the test.

Some simplified examples would be...

• Reducing the number of problems/assignments that a student must complete

• Using a different grading scale for a student

• Providing a student with film or video supplements in place of reading text

Resources

KTaylor1223 — 2025-09-07 04:24:33 UTC

This document from the Parent Educational Advocacy Training Center (PEATC) provides a comprehensive overview of modifications for students with disabilities under IDEA and Section 504. It clarifies how modifications differ from accommodations, detailing how they change what a student is taught or expected to learn. The resource emphasizes the importance of aligning modifications with individualized education plans to ensure equitable access to education.

Associated HLPs and EBPs

KTaylor1223 — 2025-09-07 04:24:45 UTC

HLP 13: Adapt curriculum tasks and materials for specific learning goals
- Focuses on altering tasks or materials to match a student’s ability and individualized learning goals.
- Educators may simplify content, reduce workload, or provide alternative formats to ensure access.
- Aligns with IEP goals and evidence-based practices to maintain meaningful participation in the curriculum.
HLP 15: Teach academic content clearly and explicitly
- Supports modified instruction by breaking down content, modeling, and emphasizing key concepts.
- Content may be simplified or reduced while still targeting essential learning outcomes.
- Ensures students can engage with modified lessons while making measurable progress.
HLP 16: Use flexible grouping
- Involves grouping students based on ability or learning needs to deliver modified instruction effectively.
- Provides opportunities for targeted teaching and peer support.
- Promotes meaningful participation in instruction within a supportive setting.
HLP 17: Provide intensive instruction
- Focuses on delivering targeted, often small-group or one-on-one instruction to help students meet modified goals.
- Includes repeated practice, scaffolding, and focused feedback to support learning.
- Aligns with IEP objectives and individualized student needs.
HLP 18: Scaffold instruction
- Breaks tasks into manageable steps and provides support to help students access modified content.
- Supports skill acquisition and independent performance over time.
- Ensures students can meet learning expectations aligned with modifications.
HLP 20: Use progress monitoring
- Tracks student progress to determine the effectiveness of modifications.
- Uses data to adjust instruction and ensure students are making meaningful gains.
- Informs IEP teams and educators about next steps for individualized supports.

References

KTaylor1223 — 2025-09-07 04:25:16 UTC

https://iris.peabody.vanderbilt.edu/module/acc/cresource/q1/p02/#content

https://www.ilispa.org/assets/docs/ResourceLibrary/Natalie%20Nordlund_AccommodationsModifications%20Interventions1.pdf

https://highleveragepractices.org/high-leverage-practices-and-evidence-based-practices-promising-pair

https://highleveragepractices.org/structure-4-domains-22-hlps

What is a SDI?

KTaylor1223 — 2025-09-07 04:25:50 UTC

SDI is instruction that is tailored specifically to meet the unique needs of a student with a disability, as outlined in their Individualized Education Program (IEP). It involves adapting the content, teaching methods, or delivery of instruction so that the student can access the general curriculum and make meaningful progress toward their goals. SDI is individualized, evidence-based, and may include small-group instruction, targeted strategies, or specialized materials to ensure the student can succeed academically, socially, and behaviorally.

Examples of DSIs

KTaylor1223 — 2025-09-07 04:26:01 UTC

1. Small-Group Targeted Instruction

A student with a reading disability receives daily small-group sessions focused on phonics, decoding, and fluency strategies to build foundational skills.

2. Behavior-Focused SDI

A student with ADHD participates in a structured behavior intervention plan that teaches self-monitoring, organizational strategies, and coping skills, delivered in short, focused sessions.

3. Modified Delivery of Content

A student with a language impairment receives lessons in math using visual supports, step-by-step instructions, and repeated modeling to ensure comprehension and mastery of grade-level concepts.

Resources

KTaylor1223 — 2025-09-07 04:26:07 UTC

Specially Designed Instruction (SDI) refers to the tailored teaching methods and supports provided to students with disabilities to help them access and make progress in the general education curriculum. Defined by the Individuals with Disabilities Education Act (IDEA), SDI involves adapting content, methodology, or delivery of instruction to address the unique needs of each student. It is individualized and documented in the student's Individualized Education Program (IEP). SDI is distinct from accommodations, modifications, and differentiation, focusing specifically on the unique instructional strategies required for each student.

Associated HLPs and EBPs

KTaylor1223 — 2025-09-07 04:26:19 UTC

HLP 14 focuses on teaching students cognitive and metacognitive strategies to help them plan, monitor, and regulate their own learning. Instruction involves explicit teaching, guided practice, and feedback so students can apply strategies to solve problems, organize their work, and reflect on their thinking. These skills promote independence and can be taught in standalone lessons or integrated into academic content to improve learning outcomes across settings.

References

KTaylor1223 — 2025-09-07 04:26:50 UTC

https://highleveragepractices.org/structure-4-domains-22-hlps