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How can we help families who might refuse a translator during meetings?

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How can we help families who might refuse a translator during meetings?

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Meeting parents in the office or outside the building and accompany them to the meeting can really help.

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Meeting parents in the office or outside the building and accompany them to the meeting can really help.

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Even though these are designed for special ed, they benefit all kids

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Even though these are designed for special ed, they benefit all kids

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How can we communicate better with families before meetings in the school?

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How can we communicate better with families before meetings in the school?

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Social behaviors must be taught directly.

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I would like to know more about all of the HLPs to gain a better understanding of the HLPs as a whole.

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I would like to know more about all of the HLPs to gain a better understanding of the HLPs as a whole.

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Relationships are a link to many of the HLPs

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Relationships are a link to many of the HLPs

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We connected the purpose of feedback, including when and how to effectively give it, to the work by Marzano and High Yield Instructional Strategies 

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We connected the purpose of feedback, including when and how to effectively give it, to the work by Marzano and High Yield Instructional Strategies 

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How all of this needs to be viewed  and managed effectively from the lens of English learner??

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How all of this needs to be viewed  and managed effectively from the lens of English learner??

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Liked the organization of the article.  Efficient way to share the information.

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Liked the organization of the article.  Efficient way to share the information.

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I wonder how many teachers take the time for explicit teaching of social behaviors.

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I wonder how many teachers take the time for explicit teaching of social behaviors.

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How schools can coordinate and provide time necessary to interpret data, plan with a team, and implement with follow up

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Relationships are the cornerstone of meeting the social and emotional learning for our students.

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Relationships are the cornerstone of meeting the social and emotional learning for our students.

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I wonder how HLPs become shared responsibilities for all teachers?

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I wonder how HLPs become shared responsibilities for all teachers?

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FBA's identify what the behavior is communicating and the data reveals what needs are not being met. 

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FBA's identify what the behavior is communicating and the data reveals what needs are not being met. 

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Scaffolding was key and addressed in several of the HLPs! 

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Scaffolding was key and addressed in several of the HLPs! 

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Positive learning environment and relationships are very important.

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Positive learning environment and relationships are very important.

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The HLPs for social/emotional/behavioral are basically good practices for all students.  Expected behaviors and responses within the classroom need to be directly taught and retaught.  Students need clear feedback when they make a mistake in a way that instructional/supportive and not disciplinary.  

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The HLPs for social/emotional/behavioral are basically good practices for all students.  Expected behaviors and responses within the classroom need to be directly taught and retaught.  Students need clear feedback when they make a mistake in a way that instructional/supportive and not disciplinary.  

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Important for collaborating with families in advance of IEP meetings.

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Important for collaborating with families in advance of IEP meetings.

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How important accurate assessments are

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These are Tier 1, core instructional strategies that Gen Ed teachers should know and be applying!!

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These are Tier 1, core instructional strategies that Gen Ed teachers should know and be applying!!

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Collaboration has to start with with investigating what is working what is not.  Role of paraprofessional- how can they add to the discussion.  Families- often don't know their rights or options- need to educate families so they can advocate for themselves.  

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Collaboration has to start with with investigating what is working what is not.  Role of paraprofessional- how can they add to the discussion.  Families- often don't know their rights or options- need to educate families so they can advocate for themselves.  

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The HLPs in special ed are also EBP for ELs and all learners! 

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The HLPs in special ed are also EBP for ELs and all learners! 

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For dual identified students collaboration can be challenging, especially if they are long term English learner.

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For dual identified students collaboration can be challenging, especially if they are long term English learner.

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If co-teachers could get more training in the high leverage practices so they would be more willing to implement these in the co-taught classroom.

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How do make utlization of HLP second nature?

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How do make utlization of HLP second nature?

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With dual identified students requires an even larger team.  

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With dual identified students requires an even larger team.  

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How could I provide this information to my school? To encourage regular practices with HLPs

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How could I provide this information to my school? To encourage regular practices with HLPs

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How many teachers are getting this info? 

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How many teachers are getting this info? 

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I wonder how we can get the HLPs into current special ed teacher's knowledge and practice?

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I wonder to what to what degree special education teachers are accountable for developing learner profiles that describe how culture and language might be influencing a student’s performance

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Collaboration is a key component to student success.

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Collaboration is a key component to student success.

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The assessment HLPs are connected to the eligibility process as well as goal progress monitoring.

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Effective teachers use a variety of assessment measures to create
individual profiles of students’ strengths and needs.

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What I learned is that I had been utilizing HLPs without knowing I was!

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High Leverage Practices in Special Education Manual 

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High Leverage Practices in Special Education Manual 

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Books, articles and other resources to learn more about the HLPs 

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Books, articles and other resources to learn more about the HLPs 

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Removing Barriers to DL Applying the HLPs brief 

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Removing Barriers to DL Applying the HLPs brief 

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Distance learning offers a unique opportunity to individualize and personalize instruction and establish inclusive learning environments for the range of diverse learners in every district, school, and virtual classroom. Applying high-leverage practices (HLPs) to lesson design and delivery, both in-person and virtually, empowers educators to provide the enabling conditions that ensure diverse learners are provided equitable access to high-quality instruction, across all grade levels and in all content areas. This special issues brief from the Collaboration for Effective Educator Development, Accountability, and Reform (CEEDAR Center) and the National Center for Systemic Improvement (NCSI) outlines how high-leverage practices (HLPs) can be employed to strengthen distance learning instruction for a diverse range of students by providing strategies to address common challenges students experience.

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Removing Barriers to Effective Distance Learning by Applying the High-Leverage Practices | CEEDAR

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Distance learning offers a unique opportunity to individualize and personalize instruction and establish inclusive learning environments for the range of diverse learners in every district, school, and virtual classroom. Applying high-leverage practices (HLPs) to lesson design and delivery, both in-person and virtually, empowers educators to provide the enabling conditions that ensure diverse learners are provided equitable access to high-quality instruction, across all grade levels and in all content areas.

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Introducing High-Leverage Practices in Special Education: A Professional Development Guide for School Leaders was developed to assist school leaders in planning and implementing professional development about high-leverage practices to K-12 educators. High-leverage practices are frequently occurring, essential educational practices that all K-12 special educators should know how to do. These practices are evidence based, meaning that they reflect effective methods that when successfully implemented can improve results for struggling learners. They also are broadly applicable across content areas.

The twenty-two high-leverage practices-which were identified through consensus among special educators-are designed to serve as a road map for guiding teacher preparation, professional development, and/or current self-assessment. To make the practices more understandable and easier to use for these purposes, high-leverage practices are organized around four intertwined areas of practice: collaboration, assessment, social/emotional/behavioral and instruction.

The downloadable online guide provides school leaders, including administrators, principals, mentors and coaches, with practical tools for engaging their staff members in learning about how high-leverage practices in special education can enhance student learning in the school and district. In addition to the overview, which describes how the guide is organized, the guide is divided into three sections: "Getting to Know High-Leverage Practices," "Sharing High-Leverage Practices," and "Reflecting on High-Leverage Practices."

Each section contains selected tools for conducting professional development. Some tools include enhanced activities and conversation starters that use publications and products available from the Council for Exceptional Children. In all cases, the tools in the guide have been designed to support professional development opportunities that introduce high-leverage practices; they are not designed to provide skill development in the practices or for planning school improvement initiatives. Further, there is no set way to use the materials; rather, school leaders are encouraged to use the materials as they see appropriate given the needs of their staff members.

Please note: In some tools, the forms have been created so that they can be completed digitally. To use this feature you must download the tool to your device. The professional development tools are produced in PDF form, so you will need to be using version 11 or higher of Adobe Acrobat Reader. Mac users need to open the files in Adobe Acrobat Reader, and not in Preview. Similarly, PC users need to open the files in Adobe Acrobat Reader, and not in Microsoft Edge. Acrobat Reader can be downloaded (free) from https://get.adobe.com/reader.

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Introducing High-Leverage Practices in Special Education: A Professional Development Guide for School Leaders

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This downloadable online guide provides school leaders with practical tools for engaging their staff members in learning about the 22 high-leverage practices (HLPs) and how they can be used to enhance student learning. The guide has three sections, and each section contains selected tools for conducting professional development.

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Download this article for breakout room 1. 

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Download this article for breakout room 1. 

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Download this article for breakout room 2. 

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Download this article for breakout room 2. 

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Download this article for breakout room 3.

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