Who it Applies To:
Applies to all students, especially those struggling academically or behaviorally, including those who may later be identified under IDEA categories like Specific Learning Disabilities (SLD), Emotional Disturbance (ED), or ADHD.

Examples:

1. Small-group reading sessions 3 times a week.

2. Behavior chart with rewards for positive actions.

3. Extra math practice during lunch.

Additional Resource:

• Title: “What is an Intervention?”

• Summary: A parent-friendly guide explaining how interventions work in schools.

• Link: https://www.understood.org/en/articles/what-is-an-intervention

HLP/EBP Resource:

• Title: HLP 14: Teach cognitive and metacognitive strategies

• Summary: Helps students become independent learners through planning, organizing, and self-monitoring.

• Link: https://highleveragepractices.org/hlp-14-teach-cognitive-and-metacognitive-strategies-to-support-learning-and-independence/

Who it Applies To:
All students, especially those with diverse learning needs, including gifted students and those with disabilities like SLD or Autism Spectrum Disorder (ASD).

Examples:

1. Offering a choice between writing an essay, making a poster, or recording a video.

2. Grouping students based on reading levels.

3. Providing visual aids for visual learners.

Additional Resource:

• Title: “What is Differentiated Instruction?”

• Summary: This article breaks down how differentiation supports student success.

• Link: https://www.readingrockets.org/article/what-differentiated-instruction

HLP/EBP Resource:

• Title: HLP 19: Use flexible grouping

• Summary: Encourages grouping based on learning needs for better instruction.

• Link: https://highleveragepractices.org/701-2/

Who it Applies To:
Students with disabilities under IDEA, like those with hearing impairments, ADHD, dyslexia, or visual processing disorders.

Examples:

1. Extended test time.

2. Speech-to-text software.

3. Sitting near the teacher to reduce distractions.

Additional Resource:

• Title: “Accommodations and Modifications: What’s the Difference?”

• Summary: Explains the distinction and gives real-world examples.

• Link: https://www.understood.org/en/articles/accommodations-vs-modifications

HLP/EBP Resource:

• Title: HLP 18: Use strategies to promote active student engagement

• Summary: Helps keep students with accommodations involved in learning.

• Link: https://highleveragepractices.org/701-2/

Who it Applies To:
Students with physical, sensory, or cognitive disabilities under IDEA (e.g., visual impairments, intellectual disabilities).

Examples:

1. Large print or Braille books.

2. Using a graphic organizer to plan essays.

3. Simplified language in instructions.

Additional Resource:

• Title: “Curriculum Adaptations” – TEAL Center

• Summary: Overview of types of adaptations for diverse learners.

• Link: https://lincs.ed.gov/professional-development/resource-collections/profile-730

HLP/EBP Resource:

• Title: HLP 21: Teach students to maintain and generalize new learning

• Summary: Helps adapted skills apply across settings.

• Link: https://highleveragepractices.org/hlp-21-teach-students-to-maintain-and-generalize-new-learning/

Who it Applies To:
Primarily for students with intellectual disabilities, significant cognitive disabilities, or multiple disabilities under IDEA.

Examples:

1. Shortening assignments (e.g., only 5 math problems instead of 20).

2. Using a lower-grade reading level text.

3. Grading based on effort and participation.

Additional Resource:

• Title: “Instructional and Assessment Accommodations and Modifications”

• Summary: A guide by the Center for Parent Information and Resources (CPIR).

• Link: https://www.parentcenterhub.org/accommodations/

HLP/EBP Resource:

• Title: HLP 16: Use explicit instruction

• Summary: Helps make modified content more understandable.

• Link: https://highleveragepractices.org/hlp-16-use-explicit-instruction/

Who it Applies To:
Only students eligible for special education services under IDEA. It is a legal requirement written in the IEP.

Examples:

1. Direct social skills training for a student with autism.

2. One-on-one phonics instruction for a student with dyslexia.

3. Teaching life skills like using money for a student with an intellectual disability.

Additional Resource:

• Title: “What is Specially Designed Instruction (SDI)?”

• Summary: Explains SDI and its role in the IEP process.

• Link: https://www.parentcenterhub.org/sdi/

HLP/EBP Resource:

• Title: HLP 6: Use student assessment data to analyze and plan instruction

• Summary: Supports personalized instruction by using real student data.

• Link: https://highleveragepractices.org/hlp-6-use-student-assessment-data-with-instructional-decision-making/

McLeskey, J., Maheady, L., Billingsley, B., Brownell, M., & Lewis, T. J. (2019). High-leverage practices in special education. Council for Exceptional Children.

Tomlinson, C. A. (2017). How to differentiate instruction in academically diverse classrooms (3rd ed.). ASCD.