# data[].attributes.body
Collaboration with Professionals and Families is Essential for Student Success

Effective collaboration among educators, specialists, and families is a cornerstone of successful educational practices. By working together, educators can share insights, strategies, and resources that enhance student learning and support individual needs.

Relevant High-Leverage Practices (HLPs)

HLP 1: Collaborate with professionals to increase student success.

HLP 2: Organize and facilitate effective meetings with professionals and families.

HLP 3: Collaborate with families to support student learning and secure needed services.

# data[].attributes.headline
Pillar HPL 7: Create a Consistent, Organized, and Responsive Learning Environment 

# data[].attributes.subject
Pillar HPL 7: Create a Consistent, Organized, and Responsive Learning Environment 

# data[].attributes.body
This semester, we were given the opportunity to create a reference guide for teachers focusing on social-emotional behavior. This is such an important resource that it could benefit teachers at all experience levels. Aligned with HPL Pillar 7: Create a Consistent, Organized, and Responsive Learning Environment, this guide equips educators with strategies to establish and maintain a well-structured classroom, minimizing disruptive behaviors and fostering a positive space where learning can thrive and grow.

# data[].attributes.attachment_link.title
Assignment 4 Individual SocialEmotionalBehavioral Reference Guide for Teachers

# data[].attributes.body
This domain emphasizes several High-Leverage Practices (HLPs) that guide effective teacher instruction in both behavior and academics.

Two key HLPs serve as foundational pillars for success in these areas:

HLP 7: Establishing a Consistent, Organized, and Responsive Learning Environment

HLP 16: Using Explicit Instruction

# data[].attributes.body
Flexible grouping is a best practice in education and is at the very heart of differentiation. Flexible grouping is a data-driven practice in which teachers are able to target specific needs for students by creating a variety of fluid groups in which students are provided with specific instructional needs. Check out this visual of flexible grouping.

# data[].attributes.headline
Pillar HPL 16: Using explicit instruction

# data[].attributes.subject
Pillar HPL 16: Using explicit instruction

# data[].attributes.body
Explicit instruction is a structured teaching method that makes learning clear by breaking tasks into smaller steps, modeling actions, and providing ample practice with feedback. It benefits all students, especially those with learning difficulties or English language learners, by reducing cognitive load and enhancing understanding. Teachers use it to focus on essential skills, collect progress data, and support both basic and higher-order skills. This approach ensures all learners can engage effectively in lessons.

# data[].attributes.attachment_link.readable_text
Explicit instruction is a way to teach in a direct, structured way. When teachers use explicit instruction, they make lessons crystal clear. They show kids how to start and succeed on a task. They also give kids plenty of feedback and chances to practice.

Think about a time when you tried to follow a new recipe, only to find that a step is missing or unclear. You may have been able to guess what to do next. But without explicit instructions, you may have added the wrong ingredient or stopped cooking the dish altogether.

The same thing can happen when kids learn something new. Some can make inferences to figure out the next steps or to work through the unknown. But for kids who learn and think differently, one unclear direction or having too many things to remember can be a deal-breaker.

That's where explicit instruction comes in. It can be used with students of all ages. And it can be taught with a whole class, a small group of students, or one student at a time.

Dive deeper

# data[].attributes.attachment_link.description
Explicit instruction is a way to teach in a direct, structured way. Learn why explicit instruction helps students, how it works, and more.

# data[].attributes.headline
HLP 8 & 22: Provide positive and constructive feedback to guide student's behaviors and learning.

# data[].attributes.subject
HLP 8 & 22: Provide positive and constructive feedback to guide student's behaviors and learning.

# data[].attributes.body
Positive feedback helps students feel confident, motivated, and supported. It also encourages good behavior and strengthens relationships in the classroom. Here's a great website that shares ways to provide feedback.

https://highleveragepractices.org/hlps-8-and-22-provide-positive-and-constructive-feedback-guide-students-learning-and-behavior

# data[].attributes.body
Teaching social behaviors helps students build positive relationships, communicate effectively, and thrive in school. Here’s a simple approach:

Key Social Behaviors to Teach

1. Taking Turns: Practice sharing and waiting patiently during group activities.

2. Using Kind Words: Encourage saying “please,” “thank you,” and giving compliments.

3. Listening to Others: Teach students to look at the speaker and respond appropriately.

4. Managing Emotions: Help them use calming strategies like deep breathing.

Strategies to Teach Social Behaviors

Model the Behavior: Show students how to act in different situations.

Role-Play: Practice real-life scenarios like resolving conflicts or asking for help.

Praise Positive Behavior: Highlight good social interactions to encourage repetition.

# data[].attributes.headline
HLP 13 & 14: Adapting curriculum and teaching strategies to support learning

# data[].attributes.subject
HLP 13 & 14: Adapting curriculum and teaching strategies to support learning

# data[].attributes.body
Adapting curriculum and teaching strategies allows teachers to meet the diverse needs of their students, making learning more effective and rewarding for everyone. Here are some key benefits:

1. Improved Student Outcomes

Tailoring lessons ensures all students can engage with the material, leading to better understanding and performance.

2. Increased Classroom Engagement

Adapted strategies, like hands-on activities or visual aids, make lessons more dynamic and keep students interested.

3. Better Classroom Management

When students’ needs are met, they’re more likely to stay focused and less likely to engage in disruptive behavior.

4. Professional Growth

Adapting your teaching approach enhances your skills, keeping your methods fresh and effective.

5. Building Stronger Relationships

Personalized teaching shows students you value their unique needs, fostering trust and stronger connections.

# data[].attributes.attachment_link.title
How Teachers Adapt Curriculum – Sevenstar

# data[].attributes.body
Scaffolding helps students build skills step by step, making learning easier and more effective.

Key Benefits:

1. Boosts Confidence: Breaks tasks into manageable steps so students feel successful.

2. Encourages Independence: Gradually reduces support as students gain mastery.

3. Improves Understanding: Provides guidance and examples to clarify complex ideas.

This video does a great job at explaining how to scaffold instruction in the classroom.

# data[].attributes.body
This video requires an understanding of how technology impacts student performance on a wide range of tasks, including academic, behavior, mobility, and communication.  Because the right technology solutions can alleviate barriers in learning environments, HLP 19 is all about helping teachers be more conscientious and planful about matching AT with students’ individual needs.

# data[].attributes.attachment_link.title
HLP #19: Use Assistive and Instructional Technologies

# data[].attributes.attachment_link.description
HLP 19, Use Assistive and Instructional Technologies, requires an understanding of how technology impacts student performance on a wide range of tasks, including academic, behavior, mobility, and communication. Because the right technology solutions can alleviate barriers in learning environments,…

# data[].attributes.headline
HLPs and social/emotional/behavioral intervention plan (Domain 3 summarized into one assignment) 

# data[].attributes.subject
HLPs and social/emotional/behavioral intervention plan (Domain 3 summarized into one assignment) 

# data[].attributes.body
Attached is a sample HLP (High-Leverage Practices) and social-emotional/behavioral intervention plan for a kindergarten student. This plan is a great example of all HLPs simultaneously working together. The plan addresses behaviors that escalate when the student is asked to take turns, complete tasks, or manage situations that lead to tantrums and aggressive outbursts. This document serves as a valuable resource for teachers seeking guidance in managing challenging behaviors and developing effective behavior strategies. It is an excellent reference for creating or refining behavior intervention plans to support student success in the classroom.

# data[].attributes.attachment_link.title
EEX6848 - HLPs and SEBIP for Chuck's Case Study

# data[].attributes.headline
HLP 6: Use Student assessment data, analyze instructional practices, and make adjustments

# data[].attributes.subject
HLP 6: Use Student assessment data, analyze instructional practices, and make adjustments

# data[].attributes.body
Benefits of HLP 6

Promotes equity by identifying and addressing learning gaps.

Supports evidence-based decision-making to improve teaching and learning.

Empowers teachers to respond proactively rather than reactively to student performance.

# data[].attributes.headline
HLP 6_ Make Adjustments to Improve Student Outcomes

# data[].attributes.subject
HLP 6_ Make Adjustments to Improve Student Outcomes

# data[].attributes.attachment_link.title
HLP6 - Make Adjustments to Improve Student Outcomes

# data[].attributes.body
1. Data Meetings
Hold regular team meetings to review and discuss assessment data.

2. Instructional Adjustments
Use real-time data to adjust groupings, reteach difficult concepts, or enhance scaffolding.

3. Data Walls and Trackers
Visualize data trends through classroom or digital dashboards to monitor progress.

4. Professional Development
Train educators on how to interpret data effectively and apply insights in a practical, classroom-friendly way.

# data[].attributes.body
The goal of a data wall is to help teachers and students focus on growth and improvement. Data walls are good visuals for;

Highlighting progress toward academic or behavioral goals.

Provide real-time insights for making instructional adjustments.

Encourages collaboration among educators, students, and even families.

Celebrate individual and group achievements.

# data[].attributes.headline
HLP 4-  Use multiple sources of information to develop a comprehensive understanding of a student's strengths and needs.

# data[].attributes.subject
HLP 4-  Use multiple sources of information to develop a comprehensive understanding of a student's strengths and needs.

# data[].attributes.body
High-Leverage Practice (HLP) 4 focuses on the importance of gathering and analyzing information from a variety of sources to understand each student's unique abilities, challenges, and learning styles.

Benefits of HLP 4

Personalized Support: Tailors instruction to meet each student's unique needs.

Equitable Learning Opportunities: Addresses disparities and ensures all students receive appropriate resources.

Enhanced Relationships: Builds trust with families and students by considering their input.

Proactive Problem-Solving: Prevents learning gaps by identifying issues early.

# data[].attributes.headline
HLP4- Learner Profiles and Data Collection

# data[].attributes.subject
HLP4- Learner Profiles and Data Collection

# data[].attributes.attachment_link.title
HLP4 - Learner Profiles and Data Collection

# data[].attributes.body
Carl Slater's article on setting up collaborative learning to boost intrinsic motivation emphasizes creating a supportive learning environment that encourages engagement and personal growth. By offering students opportunities to contribute actively, providing regular feedback, and celebrating small milestones, educators can enhance both collaboration and students' intrinsic drive to succeed in their learning journey​

# data[].attributes.attachment_link.readable_text
Picture this: Your students are working on a group assignment where students compete against other groups in a classroom game, and the reward for success is a collective team prize. What do we usually see happen in this situation? This scene often ends with one or two students dominating the work in each group, completing most or all of the tasks, while others contribute little. The resulting conflicts within the team can erode motivation and lead to frustration and resentment, ultimately crushing students' collaborative spirits, leaving some students disengaged and others feeling overwhelmed.

Participation equity is the foundation of collaborative learning; when students are working in groups, we want to ensure that all students have the opportunity to contribute and engage. Participation leads to a more diverse exchange of ideas where every voice is heard, and every contribution is valued. One way to this is through fostering intrinsic motivation.

Fostering intrinsic motivation

Our goal as educators is to have classrooms full of hardworking students intrinsically motivated by collaboration and a love of learning and challenge. Positive feedback is the only reward that has been shown to facilitate intrinsic motivation instead of compromising it.

What this can look like in the classroom: Emphasize effort over correctness during collaborative activities. Rather than rewarding groups solely for "leading the pack," also reward them for critical thinking processes such as attention to detail, strategy implementation, communication skills, and use of contextualized language. When considering how to offer these process rewards, make sure that it acknowledges something any group or individual learner feels capable of replicating, so that students can more easily understand how their contributions are valued and assessed.

Thinking about rewards:Tangible rewards, ranging from dollar bills to marshmallows, undercut intrinsic motivation, even when offered to students as signals of competence. However, intrinsic motivation is not affected when a reward is unanticipated or not dependent on task performance. For example, if you consistently reward correct answers with stickers, students may focus more on the sticker than on engaging with the content. But if you give every learner a surprise sticker on Friday for demonstrating effort or participation throughout the week, they'll be more inclined to remain motivated by the joy of learning. Since they weren't expecting the reward and it's not tied to a specific performance, the sticker remains a pleasant, positive reinforcement rather than a controlling reward.

3 Ways to Infuse Intrinsic Motivation into Collaborative Learning

Structured roles: Collaborative learning activities with structured roles promote intrinsic motivation by fostering a sense of ownership among students with clear expectations. When group roles are clearly defined, students embrace their responsibilities without the confusion or anxiety that comes with uncertainty. Collaboration with structured roles also promotes task interdependence, requiring learners to acknowledge the value of each other's contributions.

In an effort to provide scaffolding for students who may struggle with certain aspects of the group's tasks, I routinely assign roles such as notetaker, timekeeper, and speaker to ensure that no students feel left behind or overburdened. Rotating these roles also maintains active learning experiences, which can lead to extended time on task.

Reciprocal teaching is a comprehension and critical thinking strategy whereby student-led groups work together to parse a text. Reciprocal teaching utilizes structured roles to promote collaborative learning and establish deeper text connections through interactive coordinated discussions. I assign students rotating roles to navigate group discussions such as summarizer, questioner, clarifier, predictor, and sometimes facilitator, depending on group sizes. Reciprocal teaching not only empowers students to become more introspective about their learning, but also supports partnership-building among classmates, which can also increase intrinsic motivation.

Unanticipated-incentive gamification: Before every summative assessment, I love playing collaborative review games to engage all students in reinforcing learning through discussion and shared responsibility. Unfortunately, a key aspect of many classroom games is extrinsic motivation, which can narrowly steer students to undertake participation either for tangible reward or to avoid fear-branding, either of which comes with minimal appreciation for the accumulation of skill or knowledge itself.

My students' favorite review game to play is called Stinky Feet, which utilizes a " numbered heads together " structure where learners collaborate in answering questions posed by the teacher. Stinky Feet is packed with intrinsic motivation due to its "mystery points" twist that keeps students working until the very end. Traditionally, the team with the most, or least, points at the end receives some sort of tangible group reward. I hear the game's title was derived from a teacher allowing the winning team to take their shoes off for the rest of the day-not a suggestion, just an anecdote.

I adapt the reward structure so that every group stays in the game until its conclusion (i.e., run out of class time, questions, or point-value cards). Instead of students' knowing beforehand the qualifications of winning the game, I randomly select two students at the end to either flip a coin or play rock-paper-scissors to determine if the "winning team" has the most or least points. When the outcome is kept ambiguous until the end, students enjoy the suspense without their intrinsic motivation being undermined, as the reward is now just an unexpected bonus.

Relevance: Explicitly having students connect the relevance of a collaborative activity to their experiences and identities prioritizes effort over correctness, as it recognizes their participation and engagement more than their achieving the "right" answer. When students do not recognize the applicability of what they are doing in the classroom, their intrinsic motivation to learn may wane.

Similar to providing students with strategies for making connections to text (i.e., text-to-self, text-to-text, and text-to-world), creating space for students to better understand and to make logical inferences about group tasks helps them to make direct connections with those tasks. I use a Collaborative Learning Task Connections handout to guide learners to make multiple connections to collaborative activities. Have students share their task connections with the rest of the class and discuss any difficulties they had in making the task connections. By framing discussions around students' effort in making task connections, we reinforce that the process of learning and collaborating is just as important as-if not more important than-the final results.

It all comes down to motivation. While the research is pragmatic about the roles that intrinsic and extrinsic motivation play in the classroom, there's consensus that inspiring students' intrinsic motivation increases student effort and tolerance for persisting through challenging tasks, along with helping them develop a deeper understanding of concepts.

# data[].attributes.attachment_link.title
How to Set Up Collaborative Learning to Boost Intrinsic Motivation

# data[].attributes.attachment_link.description
Instead of having students compete for external rewards, fostering cooperation boosts intrinsic motivation and ensures that all voices are heard.

# data[].attributes.headline
HLP 5 HLP 5: Interpret and communicate assessment information to collaboratively design and implement educational programs

# data[].attributes.subject
HLP 5 HLP 5: Interpret and communicate assessment information to collaboratively design and implement educational programs

# data[].attributes.body
HLP 5 ensures that assessment data is not only collected but also meaningfully interpreted and used to create educational programs that support each student’s unique learning journey.

Benefits of HLP 5

Enhanced Student Outcomes: Clear data interpretation helps tailor instruction and interventions effectively.

Family and Student Collaboration: Transparent communication fosters trust and ensures families and students feel heard and valued.

Team Collaboration: A shared understanding of assessment data promotes unified efforts to support the student.

# data[].attributes.headline
HLP 5- Interpreting and Communicating Data

# data[].attributes.subject
HLP 5- Interpreting and Communicating Data

# data[].attributes.attachment_link.title
HLP5   Interpreting and Communicating Data

# data[].attributes.headline
HLP 11: Identify and prioritize long and short-term learning goals

# data[].attributes.subject
HLP 11: Identify and prioritize long and short-term learning goals

# data[].attributes.body
Setting and prioritizing learning goals through HLP 11 ensures that instructional efforts are targeted, student-centered, and growth-oriented.

Benefits of HLP 11

Clarity and Focus: Establishing clear goals, guides instruction, and intervention efforts.

Motivation and Engagement: Short-term wins help students stay motivated, while long-term goals provide a sense of purpose.

Progress Monitoring: Defined goals allow for regular assessment and adjustment based on student performance.

# data[].attributes.body
Attached is a PowerPoint that we created on self-monitoring checklist and the benefits of students using this tool to monitor their learning and gaining independence.

# data[].attributes.attachment_link.title
HLPs and Self monitoring checklists - Group Project (1)

# data[].attributes.headline
HLP 12: Systematically design instruction toward a specific learning goal.

# data[].attributes.subject
HLP 12: Systematically design instruction toward a specific learning goal.

# data[].attributes.body
Systematically designing instruction ensures that every moment in the classroom contributes to meaningful learning.

Benefits of Systematic Instruction Design

Improve Learning Outcomes: Aligning instruction with specific goals ensures students stay focused and on track.

Enhance Teacher Effectiveness: Systematic planning provides clarity and confidence in delivering lessons.

Individualized Support: Allows for differentiation based on student needs and progress.

# data[].attributes.body
Ensure goals are Specific, Measurable, Achievable, Relevant, and Time-bound.

# data[].attributes.headline
HLP12- Systematically Design Instruction Toward a Specific Learning Goal

# data[].attributes.subject
HLP12- Systematically Design Instruction Toward a Specific Learning Goal

# data[].attributes.attachment_link.title
HLP #12: Systematically Design Instruction Toward a Specific Learning Goal

# data[].attributes.headline
Pillar HLP 20 – Providing Intensive Instruction for Academics and Behavior Introduction: Understanding Intensive Instruction

# data[].attributes.subject
Pillar HLP 20 – Providing Intensive Instruction for Academics and Behavior Introduction: Understanding Intensive Instruction

# data[].attributes.body
What is Intensive Instruction?

Focused, high-impact teaching for students with similar academic and/or behavioral needs.

Targeted instruction on high-priority skills or concepts.

Small group setting to ensure focused attention.

Systematic, explicit teaching with clear goals.

# data[].attributes.headline
Understanding Intensive Instruction and Its Core Components

# data[].attributes.subject
Understanding Intensive Instruction and Its Core Components

# data[].attributes.body
To determine whether a student requires intensive instruction, data-based individualization is used. This approach draws on progress monitoring data and diagnostic data to adjust instruction and ensure the learner's needs are met. Effective intensive instruction focuses on five essential components that align with key HLPs from multiple domains

# data[].attributes.body
HLP 20 emphasizes the need for educators to match the intensity of instruction to students' academic and behavioral needs. DBI provides the methodology to achieve this by :

1. Systematically Intensifying Instruction

DBI uses student data (e.g., progress monitoring, diagnostic assessments) to determine the appropriate level of instructional intensity.

2. Data-Driven Decision-Making

DBI ensures instructional decisions are based on objective data, not assumptions.

3. Individualization and Customization

DBI tailors interventions to each student's academic nad behavioral needs, ensuring that support is personalized. Instruction is adjusted based on ongoing data collection.

4. Frequent Opportunities for Practice and Feedback

DBI provides students with frequent practice and feedback.

# data[].attributes.attachment_link.readable_text
These professional learning modules are intended to assist district or school teams involved in initial planning or implementation of data-based individualization (DBI) as a framework for providing intensive intervention in academics and behavior. The modules listed below provide an overview of the DBI process and more in-depth exploration of the various components of DBI.

Each module is a component of comprehensive professional development that includes supplemental coaching and ongoing support. The modules should be delivered by a trained, knowledgeable professional. Presentation slides or videos, handouts, and a coaching guide with suggested coaching activities are provided.

# data[].attributes.attachment_link.description
These professional learning training materials are intended to assist district or school teams involved in initial planning or implementation of data-based individualization (DBI) as a framework for providing intensive intervention in academics and behavior. The modules listed below provide an overview of the DBI process and more in-depth exploration of the various components of DBI.

# data[].attributes.headline
Embedded HLP 10 – Conduct Functional Behavioral Assessments to Develop Individual Student Behavior Support Plans

# data[].attributes.subject
Embedded HLP 10 – Conduct Functional Behavioral Assessments to Develop Individual Student Behavior Support Plans

# data[].attributes.body
Overview

Creating effective Behavior Intervention Plans (BIPs) starts with a thorough Functional Behavioral Assessment (FBA).

The FBA identifies triggers and maintaining factors of problematic behaviors, guiding the development of an individualized support plan.

Purpose of an FBA:

Identify triggers: What occasions or sets off the problem behavior?

Identify maintaining factors: What reinforces or keeps the behavior going?

Understand the function of the behavior: Why is the student engaging in the behavior?

Creating a Targeted Support Plan:

Pro-social replacement behaviors: Teach the student behaviors that serve the same function but are more appropriate.

Adjust the environment: Modify conditions to make the new behavior easier and more efficient than the problematic behavior.

Goal:

Use data from the FBA to design a Behavior Intervention Plan (BIP) that proactively addresses the root causes of the behavior, making positive behavior more likely to occur.

# data[].attributes.body
IRIS | Functional Behavioral Assessment: Identifying the Reasons for Problem Behavior and Developing a Behavior Plan

# data[].attributes.body
Miami-Dade County Public Schools

# data[].attributes.body
SMART Goal Ties to HLP 10:

1. Specific

In the context of an FBA, a SMART goal helps define the problem behavior clearly (e.g., "Student engages in disruptive outbursts during independent work").

It also specifies the replacement behavior that will be taught (e.g., "Student will raise their hand for help instead of yelling").

2. Measurable

A SMART goal makes it possible to track whether the behavior is improving. For example, you might set a goal like, "The student will raise their hand for help at least four times per day instead of yelling."

This provides a quantifiable metric for progress, allowing educators to assess if the intervention is working.

3. Achievable

The goal should be realistic, taking into account the student's current level of functioning and support available.

A SMART goal grounded in an FBA allows educators to set a target that is appropriate to the student's abilities and behavioral history.

4. Relevant

The goal should be directly aligned with the student’s behavioral needs as identified in the FBA.

For example, if the FBA determines that the student’s problem behavior is linked to attention-seeking, the goal might focus on teaching the student how to seek attention in a socially appropriate way, like raising their hand instead of yelling.

5. Time-bound

SMART goals include a specific timeframe to achieve the behavior change, such as: "By the end of the semester, the student will raise their hand to ask for help at least four times per day on 80% of school days."

This provides a deadline for achieving the desired change and allows for ongoing monitoring of progress.

# data[].attributes.headline
High Leverage Practices (HLPs) in General

# data[].attributes.subject
High Leverage Practices (HLPs) in General

# data[].attributes.body
What are HLPs?

High-Leverage Practices (HLPs) are a set of essential instructional strategies that are effective for all students, particularly those with disabilities. These practices are designed to enhance educational outcomes and promote equity in the classroom by providing educators with a focused set of key practices that can be implemented across various instructional settings.

Importance of HLPs

HLPs are crucial for supporting diverse learners and fostering inclusive educational environments. They enable educators to address the unique needs of students with disabilities while also benefiting all students in the classroom. By mastering these practices, educators can create more responsive and effective learning experiences.

# data[].attributes.body
Watch this video to learn more about High Leverage Practices, directly from the Council for Exceptional Children.

# data[].attributes.attachment_link.title
Welcome to our new series on High-Leverage Practices

# data[].attributes.body
The Council for Exceptional Children and the CEEDAR Center have identified 22 high-leverage practices as essential strategies for special education teachers to support students with disabilities in various classroom environments effectively. Of these, six are considered pillar practices, which are the most critical for educators to implement, while the remaining sixteen are embedded practices, designed to enhance and support the implementation of the pillar practices. These practices are organized into four key domains: Collaboration, Data-Driven Planning, Instruction in Behavior and Academics, and Intensify and Intervene as Needed, as shown in the graphic developed by the CEEDAR Center.

# data[].attributes.body
Key Components of Implementation

Effective implementation of HLPs involves several key components: collaboration among educators, families, and specialists; ongoing assessment and data collection; and developing instructional plans tailored to specific student goals. Educators should engage in professional learning to deepen their understanding and application of HLPs.

Professional Development

Ongoing professional development is essential for educators to master HLPs. This includes participating in workshops, training sessions, and collaborative planning meetings that focus on the effective use of HLPs in the classroom.

# data[].attributes.headline
Interactive Learning: IRIS Modules on HLPs

# data[].attributes.subject
Interactive Learning: IRIS Modules on HLPs

# data[].attributes.body
IRIS modules provide interactive, research-based resources designed to help educators deepen their understanding of high-leverage practices and learn practical strategies for effective implementation in diverse classroom settings. Click on the link to learn more.

# data[].attributes.attachment_link.description
Developed by the Council for Exceptional Children and the CEEDAR Center, high-leverage practices are 22 essential special education techniques that all teachers of students with disabilities should master for use across a variety of classroom contexts. Six of these practices are referred to as pillar practices-those most essential for educators to implement; and the remaining[.....]

# data[].attributes.body
Alignment with Florida Standards

HLPs align closely with the Florida Standards for Education, including the Florida Standards for Students with Disabilities. These standards emphasize the importance of providing high-quality instruction that meets the diverse needs of all learners.

Integration into Curriculum

HLPs can be integrated into various subject areas and grade levels within the Florida curriculum. For example, using flexible grouping strategies can enhance collaboration in math and reading instruction, while explicit instruction can be applied across all content areas to support student understanding.

Support for Educators

Florida educators have access to a variety of resources to support the implementation of HLPs, including training programs, online resources, and professional learning communities. These resources help educators effectively incorporate HLPs into their teaching practices.

# data[].attributes.body
This presentation offers an overview of the CEC 2020 Initial Practice-Based Professional Standards for Special Educators (K-12) and their strong alignment with High-Leverage Practices (HLPs). By viewing this free webinar, teachers can deepen their understanding of HLPs and explore opportunities for leadership and collaboration within educator preparation programs, school districts, and state education agencies, supporting continuous improvement in special education practices.

# data[].attributes.attachment_link.title
CEC Standards and HLPs: A Practice-Based Continuum for Teacher Development

# data[].attributes.attachment_link.description
Join this free webinar for an overview of CEC 2020 Initial Practice-Based Professional Standards for Special Educators (K-12) emphasizing the close alignment of the new Standards with CEC’s High Le

# data[].attributes.body
Highleveragepractices.org has PD materials in their Resource library to help educators learn more about HLPs and how to implement them. Click the link to learn more.

# data[].attributes.attachment_link.description
Browse a collection High-Leverage Practice resources.

# data[].attributes.body
Access the free HLP Handbook, offered by the CEEDAR Center and the Council for Exceptional Children, to explore practical, research-based strategies for implementing High-Leverage Practices. This comprehensive guide provides clear examples and actionable insights to support your work with students with disabilities, making it an essential resource for any special educator.

# data[].attributes.body
Watch this video to learn more about High Leverage Practices 1 thru 3 which are all essential for successful collaboration between educators and key stakeholders.

# data[].attributes.headline
A Guide to HLP 1: Collaborate with professionals to increase student success

# data[].attributes.subject
A Guide to HLP 1: Collaborate with professionals to increase student success

# data[].attributes.attachment_link.description
This guide highlights key elements of high-leverage practice (HLP) 1; provides tips for mentors, supervisors, and other school leaders who are supporting the implementation of this HLP; and presents questions to consider when observing and evaluating this HLP in practice.

# data[].attributes.headline
Collaborate for Impact: Strategies to Support HLP 1

# data[].attributes.subject
Collaborate for Impact: Strategies to Support HLP 1

# data[].attributes.body
Here are several ways to collaborate with professionals to enhance student success, aligning with HLP 1:

Regular Team Meetings

Schedule consistent meetings with special education teachers, general educators, specialists, and paraprofessionals to discuss student progress and strategies.

Co-Teaching Opportunities

Partner with general education teachers to co-plan and co-teach lessons, ensuring all students have access to differentiated instruction.

Shared Goal-Setting

Work collaboratively with IEP teams, including parents and related service providers, to establish clear, measurable goals for students.

Tap into Specialists’ Expertise

Collaborate with school psychologists, speech-language pathologists, occupational therapists, and other specialists to integrate targeted interventions into the classroom.

Joint Professional Development

Attend workshops, webinars, or training sessions with colleagues to build shared knowledge and skills.

Data Sharing and Analysis

Collaboratively review assessment data and classroom performance to develop data-driven intervention plans.

Mentor or Be Mentored

Seek guidance from experienced colleagues or offer mentorship to others who are new to working with students with disabilities.

These strategies not only increase student success but also strengthen professional relationships and create a cohesive support network for students.

# data[].attributes.body
In this podcast, an RBT highlights the significance of collaboration in special education, with a focus on fostering student success. She offers valuable insights into leveraging the strengths of various professionals and cultivating a supportive environment. This podcast episode provides practical strategies and emphasizes the transformative impact of teamwork in special education.

# data[].attributes.attachment_link.title
075. Collaborate with Professionals to Increase Student Success

# data[].attributes.headline
A Guide to HLP 2: Organize and Facilitate Effective Meetings with Professionals and Families

# data[].attributes.subject
A Guide to HLP 2: Organize and Facilitate Effective Meetings with Professionals and Families

# data[].attributes.attachment_link.description
This guide highlights key elements of high-leverage practice (HLP) 2; provides tips for mentors, supervisors, and other school leaders who are supporting the implementation of this HLP; and presents questions to consider when observing and evaluating this HLP in practice.

# data[].attributes.headline
Incorporating HLP 2 Into Teacher Practice

# data[].attributes.subject
Incorporating HLP 2 Into Teacher Practice

# data[].attributes.body
Here are several ways teachers can incorporate HLP 2 into their practice:

Before the Meeting

Prepare an Agenda

Create a clear, focused agenda and share it with participants in advance to ensure everyone is informed and prepared.

Review Student Data

Analyze relevant data, such as assessments, progress monitoring, or behavior reports, to guide discussions.

Invite the Right Participants

Ensure all relevant stakeholders (teachers, specialists, family members, and the student, if appropriate) are included.

Set Goals for the Meeting

Identify specific, actionable outcomes to achieve during the meeting.

During the Meeting

Create a Welcoming Atmosphere

Foster a respectful and supportive environment where all participants feel valued and heard.

Use Effective Communication

Practice active listening, restate key points for clarity, and encourage open dialogue.

Focus on Solutions

Collaboratively brainstorm actionable strategies to address challenges and meet student needs.

Facilitate Equal Participation

Ensure all voices, including family members and specialists, have opportunities to contribute meaningfully.

After the Meeting

Follow Up with Meeting Notes

Send a summary of the meeting’s outcomes, decisions, and next steps to all participants.

Monitor Progress

Implement agreed-upon strategies and regularly review their effectiveness with the team.

Maintain Communication

Keep open lines of communication with families and professionals to address concerns or updates as they arise.

By organizing and facilitating effective meetings, teachers build stronger partnerships with families and professionals, ensuring that everyone is working together to support student success.

# data[].attributes.headline
FLDOE: Preparing for Your Student's IEP, A Guide

# data[].attributes.subject
FLDOE: Preparing for Your Student's IEP, A Guide

# data[].attributes.attachment_link.title
The Basic Do's and Dont's of IEP meetings - produced by Julia Clark

# data[].attributes.attachment_link.title
An Example of a Parent Teacher Conference

# data[].attributes.headline
A Guide to HLP 3: Collaborate with families to support student learning and secure needed services

# data[].attributes.subject
A Guide to HLP 3: Collaborate with families to support student learning and secure needed services

# data[].attributes.attachment_link.description
This guide highlights key elements of high-leverage practice (HLP) 3; provides tips for mentors, supervisors, and other school leaders who are supporting the implementation of this HLP; and presents questions to consider when observing and evaluating this HLP in practice.

# data[].attributes.headline
Strategies to Incorporate HLP 3 Into Educator Practice

# data[].attributes.subject
Strategies to Incorporate HLP 3 Into Educator Practice

# data[].attributes.body
Here are several ways teachers can incorporate HLP 3 into their practice:

Regularly Update Families on Progress

Keep families informed about their child’s academic and behavioral progress through regular communication, such as emails, phone calls, or parent-teacher conferences.

Involve Families in Goal Setting

Collaborate with families to set clear, measurable learning goals for their child. This helps align home and school efforts to support student progress.

Understand Family Needs and Resources

Learn about the family’s cultural background, resources, and any challenges they may face in supporting their child’s learning. This allows you to offer more personalized support.

Provide Resources for Families

Share helpful resources, such as websites, workshops, or community services, to assist families in supporting their child’s learning at home and accessing additional services.

Create a Two-Way Communication System

Set up systems, such as daily communication logs or parent portals, that allow families to share information with you and stay informed about classroom activities and student progress.

Involve Families in Decision-Making

Include families in discussions about academic strategies, behavior plans, and support services, ensuring that their input is valued and considered in decisions related to their child’s education.

Encourage Family Participation

Invite families to participate in school events, workshops, or volunteer opportunities, helping them feel more connected to their child's educational experience.

By collaborating closely with families, teachers can create a strong support system that ensures students receive the necessary academic, emotional, and social support both at school and at home.

# data[].attributes.headline
ClassDojo for Open, Two-Way Communication with Families

# data[].attributes.subject
ClassDojo for Open, Two-Way Communication with Families

# data[].attributes.attachment_link.title
ClassDojo for Teachers: Everything You Need to Know in 20 Minutes | Tech Tips for Teachers

# data[].attributes.headline
Understanding and Embracing Families' Cultural and Linguistic Differences

# data[].attributes.subject
Understanding and Embracing Families' Cultural and Linguistic Differences

# data[].attributes.body
Knowing how to effectively collaborate with families of different linguistic and cultural backgrounds is essential for educators, and this Iris module provides insight and key takeaways to do just that!

# data[].attributes.attachment_link.readable_text
View the movie below and then proceed to the Initial Thoughts section (time: 2:36).

Transcript: Challenge

Narrator: It's three months into the new school year, and Mr. Bennett, a fourth-grade teacher, is chatting with Mrs. Casey in the teachers' lounge. Their conversation soon turns to Maria, a student in Mr. Bennett's class, who just transferred to the school this year.

Mrs. Casey: Hey, Jim. What's wrong? Looks like you're having a bad day.

Mr. Bennett: (Sighs heavily) I am having a bad day. One of my students, Maria, is just not making it academically. I feel like I've tried everything.

Mrs. Casey: Isn't she the girl who just moved here from Mexico?

Mr. Bennett: Uh-huh.

Mrs. Casey: I remember when her parents brought her over to school to enroll her. What do you think is going on?

Mr. Bennett: I really don't know. I feel like I've done everything I can possibly do to make contact. Frankly, I don't have a clue what to do next.

Mrs. Casey: Well, just what kinds of problems is she having?

Mr. Bennett: Several, really. First of all, she's tardy almost every day, which means that she misses part or sometimes all of reading. And that's really a problem because she's significantly behind in reading-almost three grade levels. She just can't complete her assignments in either science or social studies because her reading is so poor. She's even struggling in math, which I don't understand because-let's face it-you don't need to know how to read English to do math.

Mrs. Casey: Well, that's true. How's her English?

Mr. Bennett: That's another thing that I don't understand. During recess, she chats away with the other kids-in English-without a problem. And yet, in the classroom, I just can't seem to get her to say two words. And on top of that I've tried contacting her parents several times, but they don't return my calls. I've even sent a note home with Maria-I've sent a note home with her every day this week, but so far no response.

Narrator: Mr. Bennett wants to help Maria improve her academic performance, but he isn't sure where to begin.

Here is your Challenge:

What influence does culture have on a student's school success?

How does linguistic diversity influence classroom performance?

What impact do culture and language have on a family's involvement in school and on their child's education?

# data[].attributes.attachment_link.description
View the movie below and then proceed to the Initial Thoughts section (time: 2:36). Transcript: Challenge Narrator: It's three months into the new school year, and Mr. Bennett, a fourth-grade teacher, is chatting with Mrs. Casey in the teachers' lounge. Their conversation soon turns to Maria, a student in Mr. Bennett's class, who just transferred to the school this year.

# data[].attributes.body
The Center for Autism & Related Disabilities has an excellent community outreach. They offer services and events for parents and caregivers. They also offer excellent training for educators. Providing parents with the CARD calendar is a great way to build rapport with them and foster collaboration to help their child succeed.

# data[].attributes.attachment_link.title
HOME | UM-NSU CARD | University of Miami

# data[].attributes.attachment_link.description
The Center for Autism and Related Disabilities (CARD), a collaborative program of the University of Miami and Nova Southeastern University opened its doors in 1993 in South Florida in our community. CARD is one of seven state-funded, university-based outreach and support centers in Florida dedicated to optimizing the potential of people with autism spectrum disorders (ASD), dual sensory impairment, sensory impairments with other disabling conditions, and related disabilities.