High Incidence Test 2

Step 1: Introduce the Word (Pronunciation)

Teacher models correct pronunciation and writes the word; students repeat chorally multiple times to establish an accurate phonological memory representation (I Do).

Step 2: Introduce the Meaning of the Word

Teacher provides an unambiguous definition using student-friendly explanations, critical attributes, or morphemic analysis; students record the meaning (I Do).

Step 3: Illustrate with Examples and Non-Examples

Teacher models concrete examples containing all attributes and non-examples lacking exactly one critical attribute; students analyze boundaries (I Do).

Step 4: Check Student Understanding

Teacher assesses immediate comprehension; students actively discriminate between examples/non-examples or generate original contextual sentences (You Do).

Tier 2 Vocabulary Words

High-utility academic words found across diverse content areas and used by mature language users (e.g., analyze, factor, evident).

Tier 3 Vocabulary Words

Low-frequency, domain-specific academic terms essential for specific content units (e.g., photosynthesis, isosceles, feudalism).

Critical Attributes

The essential, non-negotiable characteristics that a concept or object must possess to qualify as an example of that word or concept.

Structural/Morphemic Analysis

Teaching word meanings using roots, prefixes, and suffixes; prioritizes prefixes because 20 common prefixes account for 97% of prefixed school words and alter meaning predictably.

Non-Example (Vocabulary)

An instance that contains most features of a target concept but intentionally lacks exactly one critical attribute to establish clear conceptual boundaries.

Accommodation

An adaptation to instructional environment, delivery, or assessment procedures addressing HOW a student learns or demonstrates knowledge; does NOT change grade-level learning standards or expectations.

Modification

An adaptation that alters WHAT a student is expected to learn; changes grade-level standards by reducing content breadth, depth, complexity, or difficulty.

Presentation Accommodations

Changes in how instructional materials or test directions are presented, allowing access through visual, auditory, or tactile modes (e.g., text-to-speech, audiobooks, large print).

Response Accommodations

Changes in the manner in which a student completes assignments or tests, allowing alternative response modes (e.g., speech-to-text, scribe, word processor).

Setting Accommodations

Changes in the physical location, classroom setup, or environmental conditions where instruction or testing occurs (e.g., quiet room, study carrel, preferential seating).

Timing and Schedule Accommodations

Changes in time allotments or scheduling structure allowed for tasks (e.g., extended time 1.5x/2.0x, frequent breaks, testing over multiple short sessions).

Feedback for Factual Errors (Lack of Knowledge)

Directly tell the student the correct fact or concept immediately and verify understanding (I Do, You Do), without dwelling on the error.

Feedback for Procedural/Strategy Errors

Guide the student step-by-step through applying the rule or strategy to solve the problem (We Do, You Do).

Effective Classroom Praise

Teacher praise that is contingent (earned), specific (describes exact behavior), focused on effort and strategy (growth mindset), genuine, and unobtrusive.

Brisk Lesson Pacing

Maintaining a lively instructional tempo with pre-planned routines and minimal digressions to maximize engagement, while still providing 3 to 5 seconds of wait time before eliciting responses.

Reject Self-Report

A monitoring practice that avoids vague questions like "Does everyone understand?"; never relies on students voluntarily self-identifying confusion in front of peers.

Targeted Questioning

Asking a pre-planned sequence of open-ended questions to a strategic sample of high-, middle-, and low-performing students using Cold Call (ask question, pause, call name).

Tracking, Not Watching

Intentionally scanning and circulating the classroom with pre-identified diagnostic "look-fors" and success criteria to catch and correct errors immediately.

Show Me

Requiring all students in the room to simultaneously display active visual evidence of their answers on cue (e.g., dry-erase boards, hand signals, response cards) for 100% participation data.

High-Leverage Practice 14 (HLP 14)

Explicitly teaching students cognitive and metacognitive strategies to build independence and compensate for executive functioning and working memory deficits.

Strategic Learners

Learners who analyze task demands, plan, monitor progress, flexibly adjust approaches, and attribute success to effort and strategy use.

Non-Strategic Learners

Learners who act impulsively, become overwhelmed by task magnitude, lack self-monitoring routines, and attribute failure to uncontrollable external factors (e.g., luck).

Processing Information Strategies

Cognitive strategies that assist with comprehension and sense-making (e.g., graphic organizers, semantic mapping, self-questioning).

Retaining and Recalling Information Strategies

Cognitive memory strategies used to store and retrieve facts (e.g., keyword mnemonics, pegwords, first-letter acronyms like RACE or STAR, guided two-column notes).

Organizing Materials and Time Management Strategies

Executive functioning supports such as checklists, assignment planners, and daily schedules.

Self-Regulation Strategies

Metacognitive processes that include self-monitoring, self-instruction (inner self-talk), and self-evaluation.

SRSD Stage 1: Develop and Activate Background Knowledge

Identifying and directly teaching the prerequisite academic skills, vocabulary, and concepts needed to execute the strategy.

SRSD Stage 2: Discuss It

Explaining the purpose, advantages, and wide applicability of the strategy to secure student buy-in and establish collaborative learning goals.

SRSD Stage 3: Model It

Teacher explicitly demonstrates strategy execution using a "think-aloud" to verbalize internal self-instructions, problem-solving, and coping statements.

SRSD Stage 4: Memorize It

Ensuring students memorize all strategy steps and mnemonic acronyms so they can retrieve them automatically without hesitation.

SRSD Stage 5: Support It (Collaborative Practice)

Teacher and student collaboratively execute the strategy with heavy scaffolding (prompt cards, graphic organizers) that is systematically faded over time.

SRSD Stage 6: Establish Independent Performance

Students apply the strategy independently across authentic tasks, followed by maintenance checks and opportunities for generalization.