Examples:

• A small reading group for students who read below grade level

• A daily behavior chart to encourage positive actions

• Extra math practice using a computer program
  
  
  

Examples:

• Giving students choices in how to show what they know (drawing, writing, speaking)

• Providing harder books for advanced readers and simpler ones for struggling readers

• Grouping students based on learning style
  

Examples:

• Extra time on tests

• Reading aloud instructions

• Sitting in the front of the room

Examples:

• Shorter assignments

• Lower reading level books

• Answering 5 questions instead of 10
  

Examples:

• Teaching a student how to organize thoughts before writing

• Practicing social skills in a small group

• Breaking down math steps with repeated practice
  

🔹 HLP11: Identify and prioritize long- and short-term learning goals

• Helps teachers set specific goals that interventions will target.

🔹 HLP12: Systematically design instruction toward a specific learning goal

• Makes sure the intervention is planned and taught step-by-step for success.

🔹 HLP20: Provide intensive instruction

• This is the main HLP for interventions. It gives students frequent, focused, small-group or one-on-one help with lots of practice.

🔹 HLP16: Use explicit instruction

• Ensures the intervention is clear and direct, with modeling, practice, and feedback.

🔹 HLP15: Provide scaffolded supports

• Gives the right amount of help during intervention, then slowly removes it as the student improves.

🔹 HLP22: Provide positive and constructive feedback

• Keeps students motivated and helps them know what they’re doing well and how to improve.

🔹 HLP19: Use assistive and instructional technologies

• Technology can be part of an intervention, like apps for reading, math, or behavior tracking.

✔️ Summary:

Interventions are best supported by:

• HLP11, HLP12, HLP15, HLP16, HLP19, HLP20, and HLP22

These HLPs help ensure that the intervention is focused, effective, and personalized, giving students with disabilities the support they need to grow and succeed.

References

McLeskey, J., Barringer, M.-D., Billingsley, B., Brownell, M., Jackson, D., Kennedy, M., Lewis, T., Maheady, L., Rodriguez, J., Scheeler, M. C., Winn, J., & Ziegler, D. (2017, January). High-leverage practices in special education. Council for Exceptional Children & CEEDAR Center. https://highleveragepractices.org/sites/default/files/2020-10/Instructionfinal.pdf

🔹 HLP12: Systematically design instruction toward a specific learning goal

• Plans different ways to teach a skill so all students can learn it.

🔹 HLP13: Adapt curriculum tasks and materials for specific learning goals

• Changes materials and assignments to meet each student’s needs.

🔹 HLP15: Provide scaffolded supports

• Gives the right amount of help to students based on how much support they need.

🔹 HLP17: Use flexible grouping

• Lets students work in different groups based on skill level, interests, or learning style.

🔹 HLP14: Teach cognitive and metacognitive strategies

• Helps students learn how they learn best, which supports personalized instruction.

🔹 HLP16: Use explicit instruction

• Gives clear and direct teaching, especially when differentiating for students who need more support.

🔹 HLP19: Use assistive and instructional technologies

• Includes tech tools to support different learning styles and abilities.

✔️ Summary:

Differentiation is supported by multiple HLPs, especially:

• HLP12–13 (planning and adapting)

• HLP14–17 (strategies, scaffolds, flexible grouping)

• HLP19 (technology)

These HLPs help teachers adjust their lessons so that every student can learn in the way that works best for them, including students with disabilities.

References

McLeskey, J., Barringer, M.-D., Billingsley, B., Brownell, M., Jackson, D., Kennedy, M., Lewis, T., Maheady, L., Rodriguez, J., Scheeler, M. C., Winn, J., & Ziegler, D. (2017, January). High-leverage practices in special education. Council for Exceptional Children & CEEDAR Center. https://highleveragepractices.org/sites/default/files/2020-10/Instructionfinal.pdf

🔹 HLP13: Adapt curriculum tasks and materials for specific learning goals

• Directly supports accommodations like visual supports, simplified directions, or different formats (audio, enlarged text).

🔹 HLP19: Use assistive and instructional technologies

• Supports technology-based accommodations, like speech-to-text, text-to-speech, or AAC devices.

🔹 HLP15: Provide scaffolded supports

• Helps implement timing and support accommodations, like breaking tasks into chunks or using frequent check-ins.

🔹 HLP22: Provide positive and constructive feedback

• Encourages students while using accommodations, so they know it's okay to learn in different ways.

🔹 HLP16: Use explicit instruction

• Ensures the teacher gives clear directions for how students can use their accommodations.

✔️ Summary:

Accommodations are best supported by:

• HLP13 – Adapting materials

• HLP19 – Using assistive technology

• HLP15 – Scaffolding supports

• HLP16 & HLP22 – Giving directions and encouragement
  

These HLPs help ensure that accommodations are used effectively and fairly to give students with disabilities equal access to learning.

References

McLeskey, J., Barringer, M.-D., Billingsley, B., Brownell, M., Jackson, D., Kennedy, M., Lewis, T., Maheady, L., Rodriguez, J., Scheeler, M. C., Winn, J., & Ziegler, D. (2017, January). High-leverage practices in special education. Council for Exceptional Children & CEEDAR Center. https://highleveragepractices.org/sites/default/files/2020-10/Instructionfinal.pdf

Other helpful HLPs when using modifications:

🔹 HLP11: Identify and prioritize long- and short-term learning goals

• Ensures that IEP goals are realistic and meaningful for the student’s learning level.
  

🔹 HLP12: Systematically design instruction toward a specific learning goal

• Helps plan clear, focused lessons that match the modified content.
  

🔹 HLP15: Provide scaffolded supports

• Gives step-by-step help for completing modified tasks and building independence.
  

🔹 HLP22: Provide positive and constructive feedback

• Encourages effort and improvement, even when the work is at a different level.
  

Summary:

Modifications are best supported by HLP13, with help from HLP11, HLP12, HLP15, and HLP22. These HLPs work together to make sure the student’s learning is meaningful, fair, and matched to their needs.

References

McLeskey, J., Barringer, M.-D., Billingsley, B., Brownell, M., Jackson, D., Kennedy, M., Lewis, T., Maheady, L., Rodriguez, J., Scheeler, M. C., Winn, J., & Ziegler, D. (2017, January). High-leverage practices in special education. Council for Exceptional Children & CEEDAR Center. https://highleveragepractices.org/sites/default/files/2020-10/Instructionfinal.pdf

🔹 HLP11: Identify and prioritize long- and short-term learning goals

• SDI starts with setting the right goals based on the IEP.
  

🔹 HLP12: Systematically design instruction toward a specific learning goal

• SDI requires lessons that are planned carefully and taught step-by-step to reach IEP goals.
  

🔹 HLP13: Adapt curriculum tasks and materials for specific learning goals

• SDI often includes adapting materials and assignments to match the student’s needs.
  

🔹 HLP14: Teach cognitive and metacognitive strategies to support learning and independence

• SDI includes teaching students how to think about their learning and become more independent.
  

🔹 HLP15: Provide scaffolded supports

• SDI gives extra support at first and slowly removes it as the student improves.
  

🔹 HLP16: Use explicit instruction

• SDI uses clear, direct teaching that breaks down learning into small steps.
  

🔹 HLP19: Use assistive and instructional technologies

• SDI may include tools like speech-to-text, audiobooks, or communication devices.
  

🔹 HLP22: Provide positive and constructive feedback

• Encouraging feedback helps students understand how they’re doing and stay motivated.
  

✔️ Summary:

Specially Designed Instruction (SDI) is supported by many HLPs, especially:

• HLP11–16 (goal setting, planning, adapting, scaffolding, and direct teaching)

• HLP19 (technology)

• HLP22 (feedback)
  
  These HLPs help teachers meet the unique needs of students with disabilities by providing instruction that is personalized, supportive, and effective.

References

McLeskey, J., Barringer, M.-D., Billingsley, B., Brownell, M., Jackson, D., Kennedy, M., Lewis, T., Maheady, L., Rodriguez, J., Scheeler, M. C., Winn, J., & Ziegler, D. (2017, January). High-leverage practices in special education. Council for Exceptional Children & CEEDAR Center. https://highleveragepractices.org/sites/default/files/2020-10/Instructionfinal.pdf

HLP13 Supports Adaptations:

• Matches IEP goals: Teachers use adaptations to help students reach the goals written in the IEP.

• Changes materials, not expectations: The content stays the same, but how it’s presented or responded to is adjusted.

• Supports diverse learners: Helps students with reading, writing, attention, or other challenges access the same tasks as their classmates.

• Ensures equity: Makes sure students are included and learning in ways that match their needs.

Other HLPs that often go along with IEP adaptations:

🔹 HLP11: Identify and prioritize long- and short-term learning goals

• Helps set the right goals on the IEP to guide adaptations.
  

🔹 HLP15: Provide scaffolded supports

• Works with HLP13 by giving step-by-step help with adapted tasks.
  

🔹 HLP19: Use assistive and instructional technologies

• Helps with adaptations that include technology (like audiobooks or speech-to-text).

  
  

🔹 HLP22: Provide positive and constructive feedback

• Supports students as they work through adapted lessons and build confidence.
  

In summary:
HLP13 is the top match for IEP adaptations, and it often works together with other HLPs to give students the support they need to succeed.

References

McLeskey, J., Barringer, M.-D., Billingsley, B., Brownell, M., Jackson, D., Kennedy, M., Lewis, T., Maheady, L., Rodriguez, J., Scheeler, M. C., Winn, J., & Ziegler, D. (2017, January). High-leverage practices in special education. Council for Exceptional Children & CEEDAR Center. https://highleveragepractices.org/sites/default/files/2020-10/Instructionfinal.pdf

• Specific Learning Disability (SLD)
  → Examples: Dyslexia, dyscalculia, dysgraphia
  → May need text read aloud, extra time, or speech-to-text tools

• Other Health Impairment (OHI)
  → Example: ADHD
  → May need preferential seating, movement breaks, or visual schedules

• Autism Spectrum Disorder (ASD)
  → May need visual supports, quiet workspaces, or social story reminders

• Speech or Language Impairment
  → May need picture cues, extended response time, or simplified directions

• Emotional Disturbance (ED)
  → May need calming breaks, check-ins, or flexible work times

• Hearing Impairment or Deafness
  → May need sign language interpreters, captioned videos, or FM systems

• Visual Impairment or Blindness
  → May need large print, Braille materials, or screen readers

2. Students with 504 Plans (under Section 504 of the Rehabilitation Act)

• These students may have physical or mental impairments that impact a major life activity (like learning, seeing, or concentrating), but do not qualify for special education.

• They still receive accommodations to ensure equal access to education.

Summary:

Accommodations apply to students with IEPs or 504 Plans in categories like:

• Specific learning disabilities (SLD)

• Autism

• ADHD (OHI)

• Speech/language impairments

• Sensory disabilities (hearing/vision)

• Emotional/behavioral needs

These students can succeed in the general education curriculum with the right supports in place—like extra time, audio books, or modified seating.

1. Specific Learning Disability (SLD)

• If the student’s learning needs are far below grade level

• Example: Student works on reading passages at a lower grade level or completes fewer test questions

2. Intellectual Disability (ID)

• Often requires simplified content, shorter assignments, or alternate learning goals

• Example: Learning life skills or functional math instead of grade-level academics

3. Autism Spectrum Disorder (ASD)

• If the student has significant cognitive delays or needs a highly modified curriculum

• Example: Working on basic communication or behavior goals rather than full academic content

4. Multiple Disabilities (MD)

• Students with two or more significant disabilities who need a highly individualized program

• Example: Tasks may be modified for motor, speech, and academic challenges

5. Traumatic Brain Injury (TBI)

• If the injury caused major cognitive or learning delays

• Example: May need reduced workload or alternate content focus

6. Emotional Disturbance (ED)

• If emotional needs cause severe disruption in learning and the student cannot keep up with grade-level work

• Example: Modified assignments that reduce pressure and focus on core skills

Summary:

Modifications are used for students with IEPs (not 504 Plans) who:

• Cannot meet grade-level standards, even with support

• Need changes in what they are expected to learn

• Usually have disabilities such as:

  • Intellectual disability

  • Multiple disabilities

  • Significant learning disabilities

  • Severe autism

  • Traumatic brain injury

These students learn different skills or simpler versions of classwork to help them succeed at their own level.

✅ Students who typically receive interventions include:

1. Students in general education (no IEP or 504 yet)

• These students are at risk of falling behind and need extra support in reading, math, writing, or behavior

• Example: A student getting small group reading help 3 times a week because they are behind in phonics

2. Students in Multi-Tiered Systems of Support (MTSS) or Response to Intervention (RTI)

• Tier 2 students get targeted interventions (e.g., small group help)

• Tier 3 students get intensive, individualized interventions (e.g., one-on-one help)

3. Students with IEPs

• Even students who qualify for special education may receive interventions to help reach their specific IEP goals

• Example: A student with a learning disability gets daily writing practice using a step-by-step writing strategy

4. Any student showing learning or behavior struggles

• Teachers use interventions to see if the student improves before referring for special education

• Interventions also help gather data to support possible evaluations

Disabilities or needs where interventions are often used:

• Specific Learning Disability (SLD)

• ADHD (Other Health Impairment)

• Speech or Language Impairment

• Emotional or Behavioral challenges

• Reading or math delays (even without a disability)

Summary:

Interventions are for students who:

• Are struggling with academics or behavior

• May or may not have a disability

• Are in general education, Tier 2 or Tier 3 support, or have an IEP

Interventions are focused, short-term supports used to help students catch up, show progress, or decide if they need more formal help—like special education services.

(Students with disabilities who need lessons taught in ways that match how they learn best)

Examples:

• Specific Learning Disability (SLD):
  A student with dyslexia might listen to a story instead of reading it, or use voice-to-text to write.

• Autism Spectrum Disorder (ASD):
  A student might use visual schedules and social stories to support understanding.

• Other Health Impairment (OHI – ADHD):
  A student might need shorter tasks, movement breaks, or instructions given in small chunks.

• Speech or Language Impairment:
  A student may use sentence starters or picture supports to help with language tasks.

2. Students with 504 Plans

(Students who don’t qualify for special education but still need some classroom support due to a disability)

Examples:

• A student with anxiety may need extended time to present in class or alternate ways to complete tasks.

3. English Language Learners (ELLs)

(Students learning English as a second language)

Examples:

• They may need visual aids, translated instructions, or word banks to support vocabulary and comprehension.

4. Gifted or Advanced Learners

(Students who are ready for more challenge)

Examples:

• A student may be given enrichment activities, deeper-level questions, or projects that extend beyond grade-level work.

5. General Education Students with Different Learning Styles

(Students who may learn better with hands-on tasks, visuals, or choices)

Examples:

• Some students may prefer group work, while others do best with individual tasks.

• Offering choices in how to show what they’ve learned (poster, essay, skit, etc.) helps all learners succeed.

Summary:

Students under the Differentiation section may include:

• IDEA categories like SLD, autism, ADHD, speech/language impairments

• Students with 504 plans

• English learners

• Gifted students

• Any general education students who learn in different ways

Differentiation helps all students reach the same learning goals—just through different paths and supports.

(Adaptations help them access grade-level content while working toward IEP goals.)

Examples from IDEA disability categories:

• Specific Learning Disability (SLD):
  A student with dyslexia may use audiobooks, highlighted text, or simplified instructions.

• Other Health Impairment (OHI – like ADHD):
  A student may need visual checklists, chunked assignments, or movement breaks.

• Autism Spectrum Disorder (ASD):
  A student may use a visual schedule, communication board, or step-by-step task cards.

• Speech or Language Impairment:
  A student may need picture supports, sentence frames, or slower-paced lessons.

• Traumatic Brain Injury (TBI):
  A student may use memory aids, simplified steps, or audio supports.

• Emotional Disturbance (ED):
  A student may need frequent breaks, behavior charts, or adapted social scripts.

• Hearing Impairment or Deafness:
  A student may use captions, sign language interpreters, or visual instructions.

• Visual Impairment or Blindness:
  A student may use large print, Braille, or screen readers to access materials.

2. Students with 504 Plans

(These students may receive adaptations similar to accommodations.)

Example:

A student with a physical disability may have materials placed at desk level or have extended time for writing tasks.

Summary:

Adaptations support students with:

• IEPs in IDEA disability categories (SLD, ASD, OHI, ED, TBI, hearing/vision impairments, etc.)

• 504 plans, for students who don’t qualify for special education but need access support

These students may use tools, supports, or changes in how content is presented, helping them reach the same learning goals in a way that works best for them.

1. Specific Learning Disability (SLD)

Examples: Dyslexia, dyscalculia, dysgraphia

• SDI might include intensive reading instruction, multi-sensory math strategies, or direct writing instruction.

2. Autism Spectrum Disorder (ASD)

• SDI may involve teaching social communication skills, using visual supports, or helping with sensory needs during learning.

3. Other Health Impairment (OHI)

Examples: ADHD, diabetes, epilepsy

• A student with ADHD may receive SDI for focus, organization, and self-monitoring strategies.

4. Speech or Language Impairment

• SDI may include instruction in language development, vocabulary building, and communication strategies in the classroom.

5. Intellectual Disability (ID)

• SDI focuses on teaching life skills, functional academics, and breaking down tasks into small steps.

6. Emotional Disturbance (ED)

• SDI may include behavior support plans, social-emotional learning, or structured behavior instruction.

7. Traumatic Brain Injury (TBI)

• SDI can support memory strategies, relearning skills, and managing attention or emotions.

8. Visual Impairment or Blindness

• SDI may include instruction in Braille, orientation and mobility skills, or using assistive technology.

9. Hearing Impairment or Deafness

• SDI may involve sign language instruction, speech reading, or using hearing technology in lessons.

10. Multiple Disabilities

• SDI includes highly individualized instruction combining supports for academic, communication, physical, and self-help needs.

  
  

  Summary:

Specially Designed Instruction (SDI) is for:

• Students with IEPs

• In any of the 13 IDEA disability categories

• Who need individualized instruction to meet their learning goals

SDI is not just support—it’s personalized teaching to help students learn in ways that work for them.

• Students who are not diagnosed with a disability but show signs of falling behind

• Interventions are used as part of MTSS or RTI (Response to Intervention) systems

• Goal: Help the student improve before needing special education evaluation

Examples:

• A student who struggles with reading fluency may get small group reading support 3 times a week

• A student who shows disruptive behavior may get a behavior chart and weekly counseling check-ins

2. Students with IEPs (under IDEA)

• Interventions can be used within the IEP to help meet specific goals

• These students may get more intensive instruction in reading, writing, math, or social skills

Examples of IDEA categories that may receive interventions:

• Specific Learning Disability (SLD)
  → Interventions for reading, math, or writing difficulties

• Emotional Disturbance (ED)
  → Behavior interventions like self-regulation training or positive behavior supports

• Other Health Impairment (OHI – like ADHD)
  → Interventions in focus, organization, or time management

• Speech or Language Impairment
  → Interventions for communication or listening skills

• Autism Spectrum Disorder (ASD)
  → Social skills groups or behavior supports

• Traumatic Brain Injury (TBI)
  → Cognitive strategy interventions to support memory or attention

Summary:

Students under the Interventions section may include:

• General education students needing extra help (no IEP yet)

• Students with IEPs who need targeted support to meet goals

• Students in MTSS/RTI systems at Tier 2 or Tier 3

Interventions are used to help students catch up, improve behavior, or show whether they need more formal services, such as special education. They are based on data, progress monitoring, and individual student needs.