Interventions are designed to address specific skill deficits or challenges that a student experiences. Any student regardless experiencing a skill deficit is candidate for an intervention.

3 Examples of Interventions:

1. A student with Dyslexia could receive interventions focused on phonics, fluency, and reading comprehension.

2. A student with Emotional Disturbance could receive interventions related to self-regulation, social skills, or coping strategies.

3. A student with Dyscalculia could receive interventions targeting number sense, mathematical reasoning, and computation strategies.

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

Key High-Leverage Practices Associated with Interventions:

1. HLP 11: Identify and prioritize long- and short-term learning goals.

   • Description/Summary: Interventions are always driven by specific goals. This HLP ensures that teachers pinpoint what students need to learn, drawing from assessments and IEPs, to set clear targets for the intervention.

   • Website Link: While specific HLP sub-pages aren't always unique URLs, the general hub for the High-Leverage Practices is https://highleveragepractices.org/.

2. HLP 12: Systematically design instruction toward a specific learning goal.

   • Description/Summary: Interventions require careful planning. This HLP focuses on structuring lessons logically, breaking down complex skills into manageable steps, and making connections explicit, which is fundamental to effective intervention delivery.

   • Website Link: https://highleveragepractices.org/ (You can find more detailed PDF guides for specific HLPs on sites like TTAC Online, e.g., https://ttaconline.org/Document/zxbIhX_YCJMcz4BGhQ1Fhs2yyYRkYy1G/HLP-12-2024.pdf)

3. HLP 13: Adapt curriculum tasks and materials for specific learning goals.

   • Description/Summary: Interventions often necessitate adjustments to standard materials to meet individual needs. This HLP involves modifying content, tasks, and instructional tools (like graphic organizers or mnemonics) to ensure accessibility and effectiveness for students receiving interventions.

   • Website Link: https://highleveragepractices.org/ (Detailed guides are often found on related educational resource sites, e.g., https://exceptionalchildren.org/sites/default/files/2021-01/HLP%2013%20Admin%20Guide.pdf)

Differentiation benefits every student, not just those with a formal diagnosis. For students with disabilities, it's also key to meeting the legal and ethical requirement of providing a Free Appropriate Public Education (FAPE). This ensures they can access the general curriculum as much as possible while still getting support for their specific learning challenges.

3 Examples of Differentiation:

1. Students with intellectual disabilities often learn best through highly differentiated instruction, much like those experiencing developmental delays. This typically involves breaking down concepts with concrete examples, providing extensive repeated practice, using simplified language, and weaving functional life skills directly into their curriculum.

2. Specific Learning Disabilities like dyslexia, dyscalculia, dysgraphia, and various processing disorders directly affect how students understand, process, and share information. For these learners, differentiation is crucial. It provides alternative methods for them to access course material, show what they've learned, and get support where they struggle. For example, a student with dyslexia might use audiobooks, one with dyscalculia might use manipulatives, and a student with dysgraphia could use speech-to-text.

3. Students with Sensory Processing Differences (like Visual Perceptual/Visual Motor Deficit, Auditory Processing Disorder, or aspects of Autism/ASD) can be either overwhelmed or under-responsive to classroom sensory input. Differentiation helps by adjusting the learning environment, like quiet spaces, dimmer lighting, or fidget tools. It also means offering various ways to learn, like using visuals or hands-on activities, and providing sensory breaks to help students regulate themselves.

• Extended Time: This allows students more time to complete assignments, quizzes, or tests. For example, a student with dyslexia might be given 1.5 times the standard time on a reading comprehension test to account for their slower processing speed, or a student with ADHD might need extra time to complete a long assignment due to challenges with focus and organization.

• Preferential Seating: This involves strategically seating a student in the classroom to minimize distractions or maximize their access to instruction. For instance, a student with a hearing impairment might be seated closer to the teacher, a student with ADHD might be placed away from a window or high-traffic area, or a student with a visual impairment might be seated closer to the whiteboard.

• Use of Assistive Technology: This involves providing tools or software that help students overcome disability-related barriers. Examples include:

  • Text-to-speech software: For students with dyslexia or visual impairments, this reads digital text aloud.

  • Speech-to-text software: For students with dysgraphia or physical impairments affecting writing, this converts spoken words into written text.

  • Calculators: For students with dyscalculia, to allow them to focus on problem-solving concepts rather than calculation mechanics.

Helpful resource: https://www.understood.org/en/articles/individualized-instruction-vs-differentiated-instruction

Key High-Leverage Practices Associated with Differentiation:

• HLP 17: Use flexible grouping

  • Description: This practice involves varying the size and composition of student groups (e.g., whole class, small homogeneous or heterogeneous groups) based on students' instructional needs and learning objectives. It allows teachers to provide targeted instruction and foster different types of collaboration.

  • Website Link: HLP 17 - Use Flexible Grouping

• HLP 13: Adapt curriculum tasks and materials for specific learning goals

  • Description: Educators modify curriculum content and tasks to align with individual student learning objectives and diverse needs, ensuring that all students can access and engage meaningfully with the material. This is fundamental for making content accessible and appropriately challenging.

  • Website Link: Videos - High-Leverage Practices (Mentions HLP 13)

• HLP 16: Use explicit instruction

  • Description: This practice involves clearly and directly teaching skills and concepts with precise language, providing modeling, and offering guided practice. It is crucial for ensuring all students, particularly those with learning challenges, gain a solid understanding of new information.

  • Website Link: Videos - High-Leverage Practices (Mentions HLP 16)

• HLP 15: Provide scaffolded supports

  • Description: Teachers offer temporary and adjustable support to students as they learn new tasks or concepts, gradually reducing assistance as students develop mastery. This bridges the gap between a student's current ability and the learning goal, promoting independence.

  • Website Link: Videos - High-Leverage Practices (Mentions HLP 15)

• HLP 18: Use strategies to promote active student engagement

  • Description: This HLP focuses on employing various instructional techniques that encourage all students to actively participate and invest in the learning process. This differentiates the learning experience to meet diverse engagement needs and foster deeper understanding.

  • Website Link: Videos - High-Leverage Practices (Mentions HLP 18)

• HLP 19: Use assistive and instructional technologies

  • Description: Educators integrate a range of technologies to support student learning and participation, including tools that provide accommodations or alternative ways for students to access information and express their knowledge. This is a direct application of differentiation to enhance accessibility and learning.

  • Website Link: Videos - High-Leverage Practices (Mentions HLP 19)

Accommodations are supports and services provided to students with disabilities The purpose of accommodations is to provide equal access to the general education curriculum and demonstrate knowledge, regardless of the specific disability.

3 Examples of Accommodations:

1.Extended Time: This allows students more time to complete assignments, quizzes, or tests. For example, a student with dyslexia might be given 1.5 times the standard time on a reading comprehension test to account for their slower processing speed, or a student with ADHD might need extra time to complete a long assignment due to challenges with focus and organization.

2.Preferential Seating: This involves strategically seating a student in the classroom to minimize distractions or maximize their access to instruction. For instance, a student with a hearing impairment might be seated closer to the teacher, a student with ADHD might be placed away from a window or high-traffic area, or a student with a visual impairment might be seated closer to the whiteboard.

3.Use of Assistive Technology: This involves providing tools or software that help students overcome disability-related barriers. Examples include:

• Text-to-speech software: For students with dyslexia or visual impairments, this reads digital text aloud.

• Speech-to-text software: For students with dysgraphia or physical impairments affecting writing, this converts spoken words into written text.

• Calculators: For students with dyscalculia, to allow them to focus on problem-solving concepts rather than calculation mechanics.

  
  

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

  
  

  Key High-Leverage Practices Associated with Accommodations:

• HLP 13: Adapt curriculum tasks and materials for specific learning goals

  • Description: This practice involves modifying curriculum tasks and materials to ensure they are accessible and appropriate for students with diverse needs. These adaptations function as accommodations, enabling students to engage with the learning content and meet specific learning objectives effectively.

  • Website Link: Videos - High-Leverage Practices (Mentions HLP 13)

• HLP 19: Use assistive and instructional technologies

  • Description: Educators integrate various technologies, including assistive technologies, to provide necessary accommodations that support student learning and participation. These tools offer alternative ways for students to access information, complete tasks, and express their knowledge.

  • Website Link: Videos - High-Leverage Practices (Mentions HLP 19)

• HLP 15: Provide scaffolded supports

  • Description: Teachers offer temporary and adjustable support to students as they learn new tasks or concepts, gradually withdrawing assistance as students gain mastery. This scaffolding acts as an accommodation, helping students bridge the gap between their current abilities and the demands of the task or content.

  • Website Link: Videos - High-Leverage Practices (Mentions HLP 15)

• HLP 16: Use explicit instruction

  • Description: This practice involves clearly and directly teaching skills and concepts with precise language, modeling, and guided practice. For many students, especially those with specific learning challenges, explicit instruction serves as a critical accommodation, ensuring they receive the direct teaching necessary to understand new information.

  • Website Link: Videos - High-Leverage Practices (Mentions HLP 16)

Adaptations would apply to students with any disability or diagnosis. The purpose of adaptations is to make the learning experience fit the student's unique needs, ensuring they can effectively engage with the curriculum content and classroom activities.

3 Examples of Adaptations:

1.Providing Graphic Organizers or Visual Outlines:

Description: For a student who struggles with organizing thoughts for writing (e.g., due to Dysgraphia, Dyslexia, Language Processing Disorder, or NLD) or understanding complex content, the teacher provides a pre-made graphic organizer (like a Venn diagram, web, or sequence chart) or a partially filled-in outline before a lesson or writing task.

How it helps: This adaptation helps the student visualize the structure of information, organize their ideas, or follow the flow of a lecture without having to concurrently process and structure information themselves, thereby reducing cognitive load and focusing their efforts.

2. Using Multi-Sensory Teaching Approaches:

Description: For a student who learns best by doing, seeing, and hearing (common with Dyslexia, Developmental Delay, Autism/ASD, or Intellectual Disability), a teacher might teach multiplication by having students:

• See a multiplication problem written (visual).

• Say the problem aloud (auditory).

• Manipulate blocks or beads to physically group and count (kinesthetic/tactile).

• Draw pictures to represent the problem (visual/kinesthetic).

How it helps: This adaptation acknowledges different learning styles and processing strengths, providing multiple pathways for a student to grasp a concept, thereby increasing comprehension and retention.

3.Breaking Down Complex Tasks into Smaller, Manageable Steps (Task Analysis):

Description: For a student who gets overwhelmed by multi-step directions or a large project (e.g., due to ADHD/OHI, Autism/ASD, Traumatic Brain Injury, or Intellectual Disability), the teacher breaks the task into a series of smaller, sequential steps. Each step might have its own clear instruction and a mini-deadline or checklist.

How it helps: This adaptation reduces cognitive overload, provides clear guidance, and allows the student to experience success at each mini-step, building confidence and making the overall task less daunting and more achievable.

Helpful Resource: https://highleveragepractices.org/hlp-13-make-adaptations?_gl=1*10kcb37*_ga*MTcwODY0NjU5OS4xNjc4ODkyNjE0*_ga_L4ZFTNESGT*MTY4OTM1MzEzMy41NS4xLjE2ODkzNTM2ODMuNTQuMC4w

Key High-Leverage Practices Associated with Adaptations

HLP 13: Adapt curriculum tasks and materials for specific learning goals

• Description: This practice involves educators modifying curriculum content and tasks to meet individual student learning objectives and diverse needs. These changes serve as adaptations, ensuring that all students can access and meaningfully engage with the material.

• Website Link: Videos - High-Leverage Practices (Mentions HLP 13)

Modifications are applied to students with disabilities where the general education curriculum, even with extensive accommodations and adaptations, is fundamentally inaccessible or inappropriate for their cognitive or developmental level. This is based on the students abilities caused by any disability diagnosis.

3 Examples of Modifications:

1.Reduced or Simplified Content:

• Example: In a science class studying the solar system, while general education students are expected to identify and describe the characteristics of all eight planets, a student with an intellectual disability might only be required to identify the names of the four inner planets and one key fact about each. The core content (planets) remains, but the amount and complexity of the information to be mastered is reduced.

2. Lowered Learning Objectives/Skills:

• Example: When peers are learning to write a five-paragraph persuasive essay, a student with a significant specific learning disability or developmental delay might have a modified objective to write a single paragraph that states an opinion and provides one supporting reason. The skill expectation (writing an essay) is modified to a simpler, more achievable level.

3. Modified Grading Criteria or Assessment:

• Example: For a history unit on World War II, general education students are required to write an essay analyzing the causes and effects of the war. A student with significant cognitive challenges might be given a test with picture choices to identify key figures or events, or their grade might be based on completing a simplified timeline with pre-selected events, rather than analyzing complex relationships. The method and standard of assessment are changed to align with altered learning goals.

  
  

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

  
  

  Key High-Leverage Practices Associated with Modifications:

  
  

HLP 13: Adapt curriculum tasks and materials for specific learning goals

• Description: This practice involves educators making fundamental changes to the curriculum content and tasks to meet individual student learning goals that may differ significantly from their peers. These adaptations can include modifying the complexity, amount, or depth of the material, which aligns with the concept of modifications to the curriculum.

• Website Link: Videos - High-Leverage Practices (Mentions HLP 13)

Specially Designed Instruction (SDI) is the foundational element of special education, meaning it is tailored, individualized teaching designed to meet the unique needs of a student with a disability. Therefore, SDI would apply to every student who is identified as having a disability and receives special education services.

3 Examples of Specially Designed Instruction

1.For a student with Dyslexia:

SDI Example: During reading instruction, instead of simply asking the student to read from a textbook, the special education teacher (or general education teacher using SDI) provides explicit, multi-sensory phonics instruction. This involves directly teaching letter-sound correspondences, blending sounds into words, and segmenting words into sounds. The student might use sand trays to "write" letters while saying their sounds, use colored blocks to represent phonemes, or trace words while vocalizing them. This systematic approach goes beyond typical whole-class reading instruction to address the student's specific decoding deficits.

2.For a student with Autism Spectrum Disorder (ASD):

SDI Example: For a student with ASD who struggles with transitions and understanding abstract social rules, the teacher uses visual schedules for daily activities and social stories to pre-teach social situations. Before moving from math to reading, the student consults a visual schedule showing "Math -> Reading -> Break." If there's a group project, a social story explicitly outlines "When we work in a group, we listen to others, share ideas, and stay on task." This adapts the delivery of expectations and routines to make them concrete and predictable, addressing the student's unique needs for structure and social understanding.

3.For a student with an Intellectual Disability:

SDI Example: While peers are learning about complex economic systems, a student with an intellectual disability is receiving SDI focused on functional math skills related to personal finance. The special education teacher uses a method called task analysis to teach the student how to budget for a weekly grocery trip. This involves breaking the complex skill into small, sequential steps (e.g., 1. Look at grocery list, 2. Find item on shelf, 3. Check price, 4. Add to calculator, 5. Keep track of total). The instruction includes repeated practice in a real or simulated grocery store setting, using concrete money. This content and methodology are specifically designed to teach life skills crucial for independence that aren't typically covered in depth in the general curriculum.

Helpful resource:

Key High-Leverage Practices Associated with Specially Designed Instruction:

• HLP 13: Adapt curriculum tasks and materials for specific learning goals

  • Description: This practice involves modifying curriculum content, tasks, and materials to align with the specific, individualized learning goals of students with disabilities. This direct adaptation of what is taught and how it's presented is a core component of SDI.

  • Website Link: Videos - High-Leverage Practices (Mentions HLP 13)

• HLP 16: Use explicit instruction

  • Description: This practice involves teaching skills and concepts with clarity, precision, and directness, including modeling and guided practice. For many students with disabilities, explicit instruction is a specially designed approach necessary for them to acquire and master academic and functional skills.

  • Website Link: Videos - High-Leverage Practices (Mentions HLP 16)

• HLP 15: Provide scaffolded supports

  • Description: Teachers offer temporary, adjustable support to students as they learn new tasks or concepts, gradually reducing assistance as students achieve independence. This individualized support is a key methodology of SDI, designed to bridge skill gaps arising from a disability.

  • Website Link: Videos - High-Leverage Practices (Mentions HLP 15)

• HLP 19: Use assistive and instructional technologies

  • Description: Educators strategically integrate various technologies, including assistive technologies, to address the unique learning needs of students with disabilities. The selection and implementation of these tools are often specially designed to provide access to content or enable alternative means of expression.

  • Website Link: Videos - High-Leverage Practices (Mentions HLP 19)

• HLP 17: Use flexible grouping

  • Description: Teachers strategically vary the size and composition of student groups based on specific instructional needs resulting from a disability. This allows for targeted, intensive instruction or differentiated learning experiences that are specifically designed for individual student profiles.

  • Website Link: HLP 17 - Use Flexible Grouping

• HLP 18: Use strategies to promote active student engagement

  • Description: While generally beneficial, when strategies are specifically chosen and implemented to address engagement barriers directly resulting from a student's disability, they become a component of SDI. This ensures students are actively involved in their learning in ways tailored to their needs.

  • Website Link: Videos - High-Leverage Practices (Mentions HLP 18)