Set clear learning goals for individual students, instructional groups, and the entire class based on available data. Communicate these goals clearly to students. Organize and sequence lessons logically from less to more complex concepts and skills, and from frequently to less frequently used content, in order to scaffold student learning toward their goals. Provide scaffolds and structures like manipulatives, graphic organizers, and models, and explicitly teach students how to use these tools, in order to support students in organizing new knowledge and demonstrating skills to reach their learning goals.

1. Three Essential
Components to
Systematically
Designed
Instruction

2. 3 Essential
Components
The following three components are
essential to systematic instruction.
Including these components can allow
you, the teacher, to confidently
implement this HLP.

3. Set Clear Learning
Goals
Set clear, specific, challenging and
measurable learning goals for students.

4. Set Clear
Learning Goals
Learning goals should be set for:
▪ Individual students
▪ Instructional Groups
▪ Entire Class
All goals should be based on available
data and should be clearly communicated
with students.
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5. Organize and
Sequence Lessons
Logically
Instructional content should be selected
and sequenced logically to support and
scaffold student learning.

6. Organize and
Sequence
Lessons Logically
The learning activities and processes
chosen should support progress toward
student learning goals.
▪ Less complex knowledge and skills
should be taught before more
complex concepts.
▪ Frequently used content should be
taught before less frequently used
content.
▪ Teacher explicitly teach students
skills and procedures needed for
independent application.
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7. Provide Scaffolds and
Structures for
Learning
Support students in organizing new
knowledge by providing scaffolds and
structures for learning.

8. Provide Scaffolds
and Structures
for Learning
To reach learning goals students need a
variety of ways to interact with or
demonstrate the skills or concept. This
may include use of:
▪ Manipulatives
▪ Graphic Organizers
▪ Visual Aids
▪ Models
▪ Note Taking Strategies
▪ Other Organizational Tools
Important Note: These scaffolds must be
explicitly taught and modeled with
students to show how they can be used
for learning.
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9. Sources ▪ McLeskey, J., Maheady, L., Billingsley,
B., Brownell, M. T., & Lewis, T. J. (2019).
High leverage practices for inclusive
classrooms. New York: Routledge.
▪ Presentation template by
SlidesCarnival
▪ Photographs by Unsplash
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