“This video introduces the background and rationale for high-leverage practice (HLP) 20 and uses video exemplars to highlight key components of intensifying instruction through the data-based individualization process championed by the National Center on Intensive Intervention” (Kennedy et al, 2019).
HLP #20 Description
High Leverage Practice #20 is “Provide Intensive Instruction,” which involves providing targeted and individualized instruction to struggling students. This practice requires educators to use data to identify areas where students are struggling, design instructional plans that target those areas and provide ongoing feedback and support to ensure student success.
Providing intensive instruction is especially important for students with learning disabilities, who are at higher risk of academic failure. Research shows that individualized instruction can significantly improve the academic outcomes of students with learning disabilities (Gersten et al., 2009).
In addition to improving academic outcomes, providing intensive instruction can help increase student engagement and motivation. When students receive personalized instruction that is tailored to their needs, they are more likely to feel supported and valued, which can lead to increased engagement and motivation (Hasselbring & Bausch, 2006).
Overall, providing intensive instruction is a critical high leverage practice that can help educators ensure that all students receive the support they need to succeed academically.
Kennedy, M. J., Cook, L., Morano, S., & Peeples, K. N. (2019). High-leverage practice #20: Provide intensive instruction. https://highleveragepractices.org/hlp-20-provide-intensive-instruction
Gersten, R., Fuchs, L. S., Williams, J. P., & Baker, S. (2009). Teaching reading comprehension strategies to students with learning disabilities: A review of research. Review of Educational Research, 79(2), 801-855.
Hasselbring, T. S., & Bausch, M. E. (2006). Assistive technology, universal design for learning, and inclusion. Exceptionality, 14(1), 5-15.