Definition:
Interventions are targeted instructional strategies or supports used to address specific academic or behavioral needs in students, often before considering special education services.

Who it applies to:
All students can receive interventions, particularly those showing early signs of struggle. This includes students with or without formal diagnoses under IDEA, especially those identified under RTI (Response to Intervention) or MTSS (Multi-Tiered System of Supports).

Three Examples:

• Small-group reading instruction for students below grade level

• Behavior contracts to reduce classroom disruptions

• Check-in/check-out systems for emotional support

Resource:

• "RTI Action Network – What Is RTI?"
  Explains how interventions are used within RTI frameworks.
  https://www.rtinetwork.org/learn/what/whatisrti

HLP/EBP:

• HLP #15: Provide scaffolded supports
  Focuses on gradually reducing support as student independence increases.
  https://highleveragepractices.org/hlp-15/

Definition:
Differentiation involves modifying teaching methods, materials, and assessment approaches to meet the diverse needs of all learners.

Who it applies to:
All students, including those with and without disabilities. It is especially useful in inclusive classrooms to address a range of learning styles and abilities.

Three Examples:

• Offering visual, auditory, and hands-on learning materials

• Assigning reading at varied difficulty levels

• Providing multiple options for students to show mastery (e.g., poster, essay, presentation)

Resource:

• "Carol Tomlinson’s Differentiation Central"
  A hub for understanding and applying differentiated instruction principles.
  http://www.caroltomlinson.com/

HLP/EBP:

• HLP #19: Use assistive and instructional technologies
  Integrates technology to support personalized learning.
  https://highleveragepractices.org/hlp-19/

Definition:
Accommodations are changes in how a student learns the material, without changing the content or expectations.

Who it applies to:
Students with disabilities under IDEA or Section 504 who require support to access the general education curriculum.

Three Examples:

• Extended time on tests

• Preferential seating

• Audiobooks or text-to-speech software

Resource:

• "Understood.org – Accommodations: What They Are and How They Work"
  A parent-friendly overview of accommodations and how they help.
  https://www.understood.org/articles/en/accommodations

HLP/EBP:

• HLP #5: Interpret and communicate assessment information with stakeholders
  Helps educators determine appropriate accommodations based on assessment data.
  https://highleveragepractices.org/hlp-5/

Definition:
Adaptations are broader changes that allow students to participate in learning environments by adjusting materials or instruction methods.

Who it applies to:
Students with disabilities who need physical, environmental, or content access changes. These may or may not be part of an IEP.

Three Examples:

• Enlarged print materials

• Braille materials for students with visual impairments

• Using simplified instructions or sentence starters

Resource:

• "Inclusive Education Canada – Curriculum Adaptations"
  Provides insights on how to adapt curriculum to support all learners.
  https://inclusiveeducation.ca/

HLP/EBP:

• EBP: Universal Design for Learning (UDL)
  A research-based framework for designing adaptable learning experiences.
  https://udlguidelines.cast.org/

Definition:
Modifications change what a student is expected to learn, often by altering the curriculum or performance expectations.

Who it applies to:
Primarily for students with significant cognitive disabilities who are served under IDEA and require highly individualized instruction.

Three Examples:

• Reduced number of homework problems

• Alternate grading scale

• Learning sight words instead of grade-level vocabulary

Resource:

• "The IRIS Center – Accommodations vs. Modifications"
  A side-by-side comparison to clarify these terms.
  https://iris.peabody.vanderbilt.edu/module/acc/cresource/q1/p01/

HLP/EBP:

• EBP: Functional Curriculum for Students with Severe Disabilities
  Focuses on teaching daily living and academic skills tailored to individual needs.
  https://www.ou.edu/education/centers-and-partnerships/zarrow/transition-education-materials

Definition:
SDI refers to adapting the content, delivery, or method of instruction to meet the unique needs of a student with a disability as stated in their IEP.

Who it applies to:
Only students with IEPs under IDEA who require specific instruction to address academic, functional, or behavioral goals.

Three Examples:

• Direct phonics instruction for a student with dyslexia

• Teaching social skills to a student with autism

• One-on-one instruction in self-regulation strategies

Resource:

• "OSEP – Specially Designed Instruction Fact Sheet"
  Defines SDI and outlines how it is implemented through IEPs.
  https://osepideasthatwork.org/federal-resources-stakeholders/specially-designed-instruction-sdi

• HLP/EBP:

  • HLP #12: Systematically design instruction toward a specific learning goal
    Ensures instruction aligns with individualized goals and progress monitoring.
    https://highleveragepractices.org/hlp-12/