As a Board Certified Behavior Analyst (BCBA) working in school settings, I see firsthand the incredible impact well-planned, goal-oriented instruction can have on students. Whether we’re talking about academic goals or behavior management, the way instruction is designed and sequenced can make all the difference in a student’s success. High Leverage Practice 12 (HLP 12)—"Systematically Design Instruction Toward a Specific Learning Goal"—is a powerful strategy for educators. It aligns perfectly with principles of behavior analysis and instructional design, helping students develop foundational skills and knowledge that support more complex learning down the line.

When we design instruction with specific learning goals in mind, we provide a clear and structured path for students. This is particularly important for students with disabilities or those requiring special education services, who often benefit from highly targeted, scaffolded instruction. Without a systematic approach, students can easily become lost in the complexity of concepts or miss essential connections between lessons.

As a BCBA, I’m a firm believer in the power of clear, measurable goals. These are the foundation of behavior change programs, and they serve the same purpose in instructional design. To implement HLP 12 effectively, teachers need to begin with learning goals that are specific, measurable, and attainable.

Once the learning goal is set, the next step is to design lessons that logically lead students to that goal. This sequencing is critical. Think of each lesson as a building block, where each new concept relies on understanding from previous lessons. For students with learning challenges, this explicit, scaffolded approach is especially beneficial.

For instance, before teaching students how to add and subtract fractions with unlike denominators, review the foundational concepts: What is a fraction? How do you find the greatest common denominator? How does addition with like denominators work? Each lesson should progressively build students’ understanding, reinforcing previously learned skills while introducing new ones in a manageable way.

Students bring knowledge and experiences to the classroom that should be leveraged to enhance learning. Before introducing new material, it’s important to tap into students’ prior knowledge and explicitly connect it to the new content. This can be done through a brief review or a discussion where students explain how previous lessons relate to the current topic.

One of the key tenets of HLP 12 is the need for ongoing assessment and adjustment. As students move through the instructional sequence, it’s essential to continuously monitor their performance and make changes as needed. This can be done through formal assessments, informal observations, and frequent checks for understanding.

Just as feedback is crucial in behavior management, it’s equally important in instructional design. Students need timely, specific feedback on their performance. This feedback helps them understand what they’ve done well and where they need improvement. In a classroom, feedback can be immediate during activities, or it can be provided after a formal assessment.

Systematically designing instruction toward a specific learning goal, as outlined in HLP 12, is not just good teaching—it’s essential for ensuring that all students, especially those with special needs, have the support they need to succeed. As a BCBA, I’ve seen how this structured, intentional approach can transform classrooms, leading to better outcomes for students both academically and behaviorally.