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High Leverage Practices for Students with Disabilities 

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High Leverage Practices for Students with Disabilities 

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Edutopia is a free source of information, inspiration, and practical strategies for learning and teaching in preK-12 education. We are published by the George Lucas Educational Foundation, a nonprofit, nonpartisan organization.

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Writing Scaffold

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What is Writable?

Writable scaffolds student learning and builds lifelong writing and reading skills for students in grades 3-12, while saving teachers time on daily instruction and feedback.

What is Writable?

Writable scaffolds student learning and builds lifelong writing and reading skills for students in grades 3-12, while saving teachers time on daily instruction and feedback.

The path to your best instruction

Reach students in the moment

Give students targeted feedback and instruction when it matters most.

Reach students
in the moment

Give students targeted feedback and instruction when it matters most.

"Writable is an incredible tool that provides incredible feedback. It is extremely inspirational to see my students grow as they use Writable!"

Deborah Gilfillan

Glynn County Schools

Teaching for impact

Writable's research-backed solution is proven to grow great writers. As students write, cycles of feedback and revision drive them towards improvement and growth.

Prep & Planning

Power up your creativity and prep with AI prompt, assignment, and question suggestions

Grading & Feedback

Deliver rubric-aligned AI suggested comments and scores that drive more targeted revision

Student Engagement

Automatically group students by proficiency to communicate with them earlier, in the moment

Meets your needs

Writable supports your unique classroom goals.

Unparalleled Support

Everything you need to succeed right away, including live chat and teacher-friendly resources.

Educator stories

Learn how educators like you have transformed their classrooms with Writable.

Trusted by educators

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Writable scaffolds student learning and builds lifelong writing and reading skills for students in grades 3-12, while saving teachers time on daily instruction and feedback.

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Adapting Curriculum to Learners' Needs

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By April 2025, I will focus on language modeling and intentionally create more opportunities for practice by providing sentence frames to clarify language and symbols using HLP 15 to provide language scaffolds to promote language use in the classroom during math instruction.

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By January 2025, I will focus on pre-teaching vocabulary to prime background knowledge and make cultural connections, focusing on UDL guidelines to support student engagement to Increase comprehension by activating prior knowledge while implementing HLP 13 by examining directions of tasks and activities to identify which vocabulary might need to be simplified and/or taught directly for ELA lessons in my classroom.

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Research to Practice Guidance

These resources share practical strategies for teachers to promote joyful reading experiences and support language and literacy development for multilingual learners ages 3-8, with a particular emphasis on dual language learners and English learner students. The resources are based on the What Works Clearinghouse practice guide, " Improving Reading Comprehension in Kindergarten through 3rd Grade," the National Clearinghouse for English Language Acquisition teaching practice brief, " Integrating Language Into Early Childhood Education," and other research-based guidance.

Professional Learning Videos

Joyful Reading and Creative Expression with Young Children: Planning Tips and Tools

In this video, Dr. Pamela Spycher shares tips, tools, and resources for planning joyful reading and creative expression activities with young children in preschool through the early elementary grades. An accompanying Planning Guide (5.50 MB) contains tips, templates, and resources to help educators plan joyful read alouds and creative expression activities with young children.
Transcript (180 KB)
Scaffolding Emergent Reading, Oral Language, and Writing for Dual Language Learners/English Learners in PreK-1st Grade

Language & Literacy Development in PreK-1st Grade: Words and More

Joyful Reading at School and at Home: A storybook reading routine

Joyful Reading at School and at Home: Creative expression activities

Educator Resources

The resources below provide ideas for engaging young multilingual learners in joyful reading and supporting their language and literacy development. The reading activity guides can be shared with parents, families, and caregivers to strengthen school-home literacy partnerships.

Instructional Videos

A Teaching Routine for Academic Vocabulary in Grades PreK-1

This video walks viewers through a 3-step routine for teaching new vocabulary to young children that includes lots of opportunities to practice using the new word in different ways.
Transcript (154 KB)
Interactive Read alouds: Learning from books together

This video shares tips for asking effective questions for both on-the-surface and deeper-dive discussions of books, models the read aloud process, and introduces a writing task and a read aloud planning template. Download the related lesson planning template (239 KB), which includes step-by-step instructions for planning your own interactive read alouds.
Transcript (155 KB)
Interactive writing instruction online with young children

This video demonstrates how to facilitate an interactive writing lesson with kindergarteners and first graders in a distance learning environment. Watch Professor Nell K. Duke from the University of Michigan as she teaches children how to collaboratively write a letter using an online interactive whiteboard.
Transcript (172 KB)
Online Availability

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educational improvement; excellence in education; educational research; statistics; statistical data; statistical surveys; regional educational laboratory program; rel; rigorous studies; fast response projects; no child left behind

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REL Resource | Joyful Reading and Writing with Young Children

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These resources share practical strategies for teachers to promote joyful reading experiences and support language and literacy development for multilingual learners ages 3–8, with a particular emphasis on dual language learners and English learner students…

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Collaboration: Why Working Apart Doesn't Work at All

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Collaboration: Why Working Apart Doesn't Work at All

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HLP 7 Pillar Practice -Learning Environment

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HLP 7 Pillar Practice -Learning Environment

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HLP Pillar Practice - Explicit Instruction

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HLP Pillar Practice - Explicit Instruction

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AZDE guidance on SEI- the principles we are discussing are well aligned to state guidance.

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Instructional Practices that Support English Learners with Disabilities

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Crane Elementary School
Day 1 - August 6, 2024

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JamboardCrane Cohort 1_ Day 1 JigsawMTSS

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JamboardCrane Cohort 1_ Day 1 Collaboration

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JamboardCrane Cohort 1_ Day 1 Common Misconceptions

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A tool to help you meet students where they are in their language development

The Can Do Descriptors highlight what language learners can do at various stages of language development as they engage in the following contexts:

Bilingual and English-immersion early care and education programs

Bilingual, Spanish-immersion and English-immersion K-12 language programs

Bilingual, Spanish-immersion and English-immersion K-12 content-area classrooms

Similar to the WIDA English Language Development Standards Statements, the Can Do Descriptors describe what learners can do with language across different content areas. Although the Can Do Descriptors relate to the ELD Standards Statements, they don't replace them but are used to supplement the standards statements during instruction.

Educators and early childhood practitioners can use the Can Do Descriptors to

Better understand what students at different levels of language proficiency can do with language

Expand their understanding of what the process of language development can look like

Collaborate around scaffolding that students need to engage in content-area learning and develop language at the same time

Differentiate instruction and classroom assessment for language

Interpret ACCESS for ELLs test scores

The Can Do Descriptors have not yet been updated to reflect the 2020 Edition; however, they remain available as a valuable tool for communicating with stakeholders about what students can do at each language proficiency level. WIDA is monitoring educator use to help inform the timing for updating the materials.

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A tool to help you meet students where they are in their language developmentThe Can Do Descriptors highlight what language learners can do at various stages of language development as they engage in the following contexts:

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There are also some legal barriers: Psychologists need very specific information before they can move on to an evaluation

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There are also some legal barriers: Psychologists need very specific information before they can move on to an evaluation

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how can we identify kids who are how can we identify kids who are unwilling to engage or participate vs those who truly dont understand due to language barrier or something similar in nature? or do those two concepts clash? (are they unwilling because they dont understand? ect.)

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how can we identify kids who are how can we identify kids who are unwilling to engage or participate vs those who truly dont understand due to language barrier or something similar in nature? or do those two concepts clash? (are they unwilling because they dont understand? ect.)

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Student Oral Language Observation Matrix 

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Student Oral Language Observation Matrix 

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Parking lot instructions: Click the plus sign below the parking lot sign. Type your question or comment and then hit publish. 

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Parking lot instructions: Click the plus sign below the parking lot sign. Type your question or comment and then hit publish. 

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HO_3 HLP 13: Adapt Curriculum Tasks and Materials 

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HO_3 HLP 13: Adapt Curriculum Tasks and Materials 

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HO_5 HLP 18: Use Strategies to Promote Active Student Engagement

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HO_5 HLP 18: Use Strategies to Promote Active Student Engagement

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HO_6 Planned and Just-in-time Scaffolding 

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HO_6 Planned and Just-in-time Scaffolding 

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The biggest take aways for me were the data showing benefits of students being exposed to more than one language. I also learnt strategies to engage EL students and to meet the needs of all students.

How to best assess the needs of individual students.

In order to meet the needs of students, educators need to be aware of the strengths and needs of students and be able plan lessons with scaffolds and supprts to meet their needs.

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HO_2 Culturally and Linguistically Aligned MTSS 

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HO_2 Culturally and Linguistically Aligned MTSS 

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HO_7 Teacher Toolkit for Increasing Student Talk

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HO_7 Teacher Toolkit for Increasing Student Talk

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Understanding the Characteristics of English Learners with Disabilities

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Understanding the Characteristics of English Learners with Disabilities

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National Center on Educational Outcomes eNews

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Understanding the Characteristics of English Learners with Disabilities | National Center on Educational Outcomes eNews

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Since the 1990s, states have been mandated to ensure the inclusion of all students in assessments, including students with disabilities and English learners. English learners with disabilities are students who are in both of these groups. The National Center on Educational Outcomes (NCEO) has a brief titled Understanding the Characteristics of English Learners with Disabilities to Meet Their Needs During State and Districtwide Assessments (NCEO Brief #24) that highlights federal data on the characteristics of English learners with disabilities, and shows changes in the population over time. Three aspects are explored:

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OELA Tools and Resources for Addressing ELs with Disabilities 

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OELA Tools and Resources for Addressing ELs with Disabilities 

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NCEO Data Analytics - Number and Percentage of ELs with Disabilities Category, 2012-21

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NCEO Data Analytics - Number and Percentage of ELs with Disabilities Category, 2012-21

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Workbook: Data Analytic #18 ELs with Disabilities ages 6-21

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Number and Percentage of English Learners with Disabilities by Disability Category, 2012-13 to 2020-21Overview: Number and Percentage of English Learners with Disabilities, 2012-13 to 2020-21English learners with disabilities are students who receive special education services as indicated in an Individualized Education Program (IEP) and who are also developing English proficiency. The U.S. Department of Education receives data from states on the number of these students in each of 13 disability categories. The number and percentage of English learners with disabilities varies over time, by category, and by state. This report presents information on the percentage of students with disabilities ages 6-21 who are also English learners (i.e., English learners with disabilities), and the proportion of these students by category for school years 2012-13 and 2020-21, for the 50 regular states. Hover over a state to see the number of enrolled students and the number of English learners with disabilities in the state. See the Additional Information tab for details on data sources used, how values in this report were calculated, and the disability categories used.

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Meeting the Needs of Emergent Multilingual Students at Risk for Learning Disabilities through Multitiered Systems of Support

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Meeting the Needs of Emergent Multilingual Students at Risk for Learning Disabilities through Multitiered Systems of Support

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NCII  - National Center for Intensive Intervention

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NCII  - National Center for Intensive Intervention

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Implementing Data-Based Individualization for English Learners:

https://intensiveintervention.org/resource/data-based-individualization-english-learners?_ga=2.42481574.2092789249.1719515121-2127066552.1719514628

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Explore all

Educators

Find tools and resources to support general and special education teachers, interventionists, school psychologists, school counselors, and other school-based personnel working with students with intensive academic and behavioral needs.

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Explore all Find tools and resources to support general and special education teachers, interventionists, school psychologists, school counselors, and other school-based personnel working with students with intensive academic and behavioral needs.

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Talk Moves Printout - from the Edutopia Video we saw

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Talk Moves Printout - from the Edutopia Video we saw

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Resources we used in breakout room that support quality interactions.

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Resources we used in breakout room that support quality interactions.

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Multitiered Systems of Support for English Learners

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Research-based practices, guides, and tools for Response to Intervention (RTI) with English Learners, the U.S. Department of Education funds model development of MTSS with ELs.

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HO_6 Homework UDL for Linguistically Diverse Learners

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HO_6 Homework UDL for Linguistically Diverse Learners