Frequently Used Instructional Terms by Gabriella Rodriguez

Definition

gabriellarodriguez015 — 2025-02-03 06:57:12 UTC

An intervention is a targeted, evidence-based strategy designed to improve a specific academic or behavioral skill.

Changing or adding instruction to address learning or behavior difficulties

Which student this would apply to

gabriellarodriguez015 — 2025-02-03 22:51:00 UTC

Students who struggle with academic skills, behavior management, or social-emotional development, including those with learning disabilities (e.g., dyslexia, ADHD) or behavioral challenges.

Examples

gabriellarodriguez015 — 2025-02-03 22:54:21 UTC

Working with a small group of students three times per week to increase their accuracy in completing math computation problems.
Implementing a study skills intervention with a small group of students will help them learn study skills they may not have but need to succeed academically.

Website

gabriellarodriguez015 — 2025-02-03 22:56:16 UTC

This website breaks down the concepts of interventions and how to design effective ones!

High-leverage practices (HLPs) and/or evidence-based practices (EBPs)

gabriellarodriguez015 — 2025-02-03 22:56:39 UTC

Explicit Instruction (HLP #16) – Teachers provide clear, direct, structured instruction to help students develop specific skills. For example, in a reading intervention, a teacher might model how to decode words using phonics strategies and then guide students through practice with immediate feedback. https://highleveragepractices.org/hlp-16-use-explicit-instruction

Definition

gabriellarodriguez015 — 2025-02-03 22:57:01 UTC

Differentiation involves adjusting instruction to meet the learning needs by modifying content, process, product, or learning environment.

Definition

gabriellarodriguez015 — 2025-02-03 22:57:07 UTC

Accommodations change how students access information or demonstrate learning without altering curriculum expectations.

Definition

gabriellarodriguez015 — 2025-02-03 22:57:12 UTC

Adaptations refer to adjustments in teaching methods, materials, or assessments to help students access the curriculum.

Definition

gabriellarodriguez015 — 2025-02-03 22:57:26 UTC

Modifications involve altering curriculum expectations to meet a student’s individual learning needs.

Definition

gabriellarodriguez015 — 2025-02-03 22:57:32 UTC

SDI refers to individualized instruction designed to meet the unique needs of a student with a disability, as specified in an IEP.

Which student this would apply to

gabriellarodriguez015 — 2025-02-03 22:57:46 UTC

All students benefit, especially those with diverse learning styles, English learners, gifted students, and students with disabilities.

Which student this would apply to?

gabriellarodriguez015 — 2025-02-03 22:57:52 UTC

This can apply to any student, whether you have visibility or even students who don't have the correct tools to complete the task.

Which student this would apply to

gabriellarodriguez015 — 2025-02-03 22:57:58 UTC

Students with physical, sensory, or cognitive disabilities who require changes in how content is presented.

Which student this would apply to

gabriellarodriguez015 — 2025-02-03 22:58:04 UTC

Students with significant cognitive disabilities who require individualized curriculum changes.

Which student this would apply to

gabriellarodriguez015 — 2025-02-03 22:58:11 UTC

Students receiving special education services under IDEA.

Examples

gabriellarodriguez015 — 2025-02-03 22:58:45 UTC

Providing tiered assignments based on skill level.
Offering choice boards for students to demonstrate learning in different ways.
Using flexible grouping for peer collaboration.

Examples

gabriellarodriguez015 — 2025-02-03 22:58:51 UTC

Enlarged text for students with visual impairments.
Providing step-by-step written directions for students with processing difficulties.
Using visual schedules for students with autism.

Examples

gabriellarodriguez015 — 2025-02-03 22:58:56 UTC

Individual or small group, demonstrating/modeling, visual cues, use of manipulatives, pre-teaching, graphic organizers
Highlighting material, note-taking assistance, notes provided by teacher, calculator, computer, word processor, Braille, and/or large print
Directions are given in small, sequential steps, copying from a book

Examples

gabriellarodriguez015 — 2025-02-03 22:59:02 UTC

The presentation of the curriculum is modified using a specialized curriculum 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 standards different from general education, such as being based on IEP goals.

Examples

gabriellarodriguez015 — 2025-02-03 22:59:07 UTC

Direct instruction in phonemic awareness for a student with dyslexia.
Social skills training for a student with autism.
Teaching self-regulation strategies to a student with ADHD.

Website

gabriellarodriguez015 — 2025-02-03 22:59:24 UTC

This article shows you the differentiation process and includes activities you can use to get involved.

Website

gabriellarodriguez015 — 2025-02-03 22:59:31 UTC

This article provides an overview of accommodations and practical examples for educators. It explains that accommodations help students access the general curriculum without changing learning expectations, such as extended time on tests or audiobooks.

Website

gabriellarodriguez015 — 2025-02-03 22:59:36 UTC

This article outlines various ways educators can adjust instruction to meet diverse student needs. It categorizes adaptations into nine types: size, time, level of support, input, output, difficulty, participation, alternate goals, and substitute curriculum.

Website

gabriellarodriguez015 — 2025-02-03 22:59:42 UTC

Modifications alter learning expectations or content, such as simplifying assignments or using alternative grading. The article includes a list of common accommodations and modifications, helping teachers, parents, and caregivers understand how to support diverse learners effectively.

Website

gabriellarodriguez015 — 2025-02-03 22:59:49 UTC

The article highlights essential components of SDI, such as instructional strategies, progress monitoring, and adjustments to ensure students access and engage with the curriculum effectively. It also guides educators on implementing SDI and collaborating with other professionals to support student success.

High-leverage practices (HLPs) and/or evidence-based practices (EBPs)

gabriellarodriguez015 — 2025-02-03 23:00:07 UTC

Flexible Grouping (HLP #17) – Teachers adjust student groupings based on skill level, learning style, or instructional needs. For example, in a reading lesson, students might be grouped by comprehension level, with one group receiving guided reading support while another works on independent analysis.

High-leverage practices (HLPs) and/or evidence-based practices (EBPs)

gabriellarodriguez015 — 2025-02-03 23:00:11 UTC

Provide scaffolded supports (HLP#15)- Teachers use visual, verbal, and written supports tailored to students' needs and adjust them based on students' performance. These supports are flexible, evaluated for effectiveness, and gradually removed as students learn to work independently.

High-leverage practices (HLPs) and/or evidence-based practices (EBPs)

gabriellarodriguez015 — 2025-02-03 23:00:17 UTC

Systematically design instruction toward a specific learning goal (HLP#12)- focuses on designing instruction with a clear learning goal in mind. They plan carefully, considering the learning goals and necessary steps to achieve them while adjusting pacing and examples based on student performance. This approach ensures that each lesson supports students in developing the foundational concepts and skills needed for more complex learning.

High-leverage practices (HLPs) and/or evidence-based practices (EBPs)

gabriellarodriguez015 — 2025-02-03 23:00:22 UTC

Adapt curriculum tasks and materials for specific learning goals (HLP#13)- Involves adapting curriculum tasks and materials to meet specific learning goals for each student. Teachers assess individual needs and modify tasks by selecting appropriate materials, using relevant technology, and making adjustments such as highlighting key information or simplifying tasks. They strategically decide on essential content, ensure tasks are meaningful for students, and set clear criteria for success to help students achieve their goals.

High-leverage practices (HLPs) and/or evidence-based practices (EBPs)

gabriellarodriguez015 — 2025-02-03 23:00:27 UTC

Use assistive and instructional technologies(HLP#19)- Using assistive and instructional technologies to support students with disabilities. Teachers are responsible for selecting and implementing tools like augmentative communication devices and other tech products to enhance learning and independence.