Modifying a curriculum to meet individual learning objectives is not just an educational necessity; it’s an ethical imperative, particularly when we consider the diverse needs of students with disabilities. High-Leverage Practice 13 (HLP 13) embodies this principle by emphasizing the importance of tailoring instruction to ensure that every student, regardless of their learning challenges, can achieve academic success.
The Importance of
Tailoring Curriculum
At its core, HLP 13 stresses the need for educators to adapt the curriculum to address the unique learning needs of individual students. This practice is especially critical for students with disabilities, who often require differentiated instruction and additional support to thrive in an academic environment. Without these tailored modifications, students risk being left behind, their potential untapped and their futures compromised. By modifying the curriculum, educators provide essential tools and strategies that enable all students to access and engage with the material in meaningful ways, ensuring that no student is excluded from the opportunity to learn and grow.
The Role of High-Leverage Practices
Incorporating high-leverage practices into curriculum modifications is about more than just making content accessible; it’s about enhancing the overall quality of instruction. These practices, proven effective across content areas and grade levels, ensure that every student has the opportunity to succeed. HLP 13, in particular, focuses on adapting teaching strategies in a way that meets each student's individual needs, thereby fostering a more inclusive and supportive learning environment.
How to Modify the Curriculum with High-Leverage Practice
- Assessment and Understanding of Student Needs:
The first step in effective curriculum modification is understanding where each student currently stands. Assessing their abilities, strengths, and areas of need forms the foundation for any meaningful adjustment. This process is critical for developing a curriculum that meets each student where they are and helps them reach their full potential. - Differentiation and Scaffolding:
Differentiated instruction provides varying levels of support based on individual student needs, ensuring that all learners can progress at their own pace. Scaffolding is another key strategy, offering gradual support that helps students build the necessary skills and knowledge over time. Together, these approaches ensure that curriculum modifications are not just reactive but proactive, equipping students with the tools they need to succeed. - Incorporating Research-Based Strategies:
Applying teaching strategies that are backed by research and have been shown to foster improved learning outcomes is essential. These might include explicit instruction, guided practice, and formative assessments, all tailored to meet the specific needs of each student. By grounding curriculum modifications in research, educators can ensure that their efforts are both effective and evidence-based. - Collaboration and Continuous Reflection:
Modifying a curriculum is not a one-time effort but an ongoing process. Collaboration with other educators, specialists, and the student’s family is crucial to ensuring that modifications are effective and aligned with the student’s learning objectives. Continuous reflection and adjustment based on student progress help keep the curriculum responsive and relevant to each learner’s evolving needs.
Claire Kijewski, BS, RBT
Supporting Research and Evidence
HLP 13 is not just a theoretical concept; it is backed by substantial research that highlights its effectiveness in improving both academic and behavioral outcomes for students with disabilities. Studies consistently show that when teachers modify the curriculum to align with individual learning objectives, students are more likely to experience academic growth and exhibit positive behavioral changes. These modifications often involve differentiating instruction, using alternative teaching methods, and providing additional support, such as scaffolding or accommodations, to ensure that the curriculum is accessible to all students.
Broad Applicability Across
Content Areas
One of the key strengths of HLP 13 is its broad applicability across various content areas. Whether in mathematics, science, language arts, or social studies, modifying the curriculum to meet individual learning objectives is a practice that can be implemented in any subject. This universality makes HLP 13 an indispensable tool for teachers who work with diverse student populations, including those with disabilities. By adjusting the curriculum, teachers can ensure that each student can engage with the material in a way that is most effective for them, leading to improved learning outcomes.
Enhancing Teacher Preparation and Professional Development
The identification of HLP 13 as a core practice underscores the importance of incorporating this approach into teacher preparation and professional development programs. By focusing on modifying the curriculum to meet individual learning objectives, teacher education programs can better equip future educators with the skills they need to support all students effectively. Professional development opportunities that emphasize this practice can also help current teachers refine their ability to tailor instruction, ensuring they are prepared to meet the diverse needs of their students.
Contributing to the Professionalization of Teaching
The development and widespread adoption of high-leverage practices, including HLP 13, have the potential to significantly elevate the status of teaching as a profession. By identifying and focusing on a set of core practices that are proven to be effective, the teaching profession can establish a more standardized and rigorous approach to education. This, in turn, enhances the perception of teaching as a profession that demands a high level of skill and expertise. When teachers consistently implement practices like HLP 13, it demonstrates a commitment to using the most effective strategies available, which can lead to greater respect and recognition for the teaching profession as a whole.
Impact on Student Outcomes
Ultimately, the implementation of HLP 13 and other high-leverage practices is about improving student outcomes. For students with disabilities, who historically have faced significant challenges in achieving academic success, modifying the curriculum to meet their individual needs is a critical step toward closing the achievement gap. By ensuring that the curriculum is accessible and relevant to each student, teachers can help all learners make meaningful progress, whether that means mastering academic content, developing critical thinking skills, or improving social and behavioral competencies.
Conclusion
In conclusion, High-Leverage Practice 13—modifying the curriculum to meet individual learning objectives—is a cornerstone of effective teaching, especially in the context of supporting students with disabilities. Its research-backed effectiveness, broad applicability, and potential to enhance teacher preparation and professionalization make it an essential practice for all educators. As schools continue to strive toward higher levels of accountability and the goal of ensuring that all students are college or career-ready, the consistent and thoughtful implementation of HLP 13 will be critical to achieving these aims.
Claire Kijewski, BS, RBT
By integrating these practices into their teaching, educators not only help individual students succeed but also contribute to the broader goal of elevating the teaching profession as a whole. Through dedication to modifying the curriculum and supporting each student’s unique needs, teachers create a learning environment where every student has the opportunity to reach their full potential.
written by
Claire Kijewski
Claire Kijewski is a behavior technician specializing in low-incidence student populations, autism spectrum disorders, targeted communication skills, structured social interactions, and collaborative teaming. She has worked closely with a variety of multidisciplinary teams in clinic settings where she established rapport with her clients and their families. Outside of her professional work, she enjoys reading, journaling, and watching her favorite comfort tv shows, and golfing in the summer. Claire is a Registered Behavior Technician with her Bachelors in Applied Behavior Analysis minoring in Human Psychology + Development and Early Childhood Youth + Family Studies, and is currently pursuing her Masters in Applied Behavior Analysis.
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