Sharpening Instruction Through High Leverage Practices Slide 1 Sharpening Instruction Through High Leverage Practices

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Presenters Mary Brownell, Director, CEEDAR Center, University of Florida Paula Lancaster, Professor and Director of Teacher Education, Grand Valley State University, Michigan Sarah Drinkwater, Assistant Superintendent, Oregon Department of Education Deborah Ziegler, Director of Policy and Advocacy, Council for Exceptional Children

Overview What are the HLPs and why are they important? Why did CEEDAR and CEC undertake this effort? HLP work currently underway in MI, OR, & SD. Considerations for other states using HLPs. Where will CEEDAR and CEC go next with this work?

What is an High Leverage Practice? A high leverage practice is an instructional practice that teachers use in classrooms to leverage student outcomes E.g., Explicit instruction Graphic says I do, we do, you do. It is a representation for what happens during explicit instruction.

Why HLPs? Teachers are not always as effective as they could be Teacher education curriculum is broad and not very deep

Why HLPs? (part 2) Talk about practices, do not prepare candidates to use practices. What practices candidates learn to use is left to chance

Different from other professions Where the expectation for performance is clear Lots of practice occurs to achieve that performance

CEC and CEEDAR Put a stake in the ground. We felt that if we were going to improve practice, we had to define those practices that were most fundamental to good teaching and providing students with disabilities FAPE

So we defined a set of HLPs that were Effective in improving student outcomes Used frequently by teachers Broadly applicable across content areas (e.g., reading, math) Fundamental to effective teaching

And that . . . Novices could learn to use in their practice Could be taught during preparation program Only so much time in teacher preparation program, so number of HLPs is limited. Must be observable, describable. GRAIN SIZE—TOO SMALL—WAIT TIME. TOO LARGE—TEACH BEGINNING READING.

Slide 12 What every special educator needs to know on Day 1! 22 HLPs They're here – 22 High-Leverage Practices (HLPs) for special educators! What every special educator needs to know on Day 1! 22 HLPs Collaboration Assessment Social/emotional/behavioral Instruction

HLP Work Currently Underway Michigan Oregon Michigan map and oregon map are shown in the pictures.

HLP Work in Michigan Michigan Program Network CEEDAR Teams TeachingWorks, Central Michigan University, Eastern Michigan University, Grand Valley State University, Michigan Technological University, Oakland University, Spring Arbor University CEEDAR Teams Grand Valley State University, Northern Michigan University, Siena Heights University, Western Michigan University, Michigan Department of Education Michigan Association of Colleges of Education (MACTE) Representatives from all educator preparation programs and Michigan Department of Education Focus on HLPs supports precise communication about the work and expectations of teachers. We work differently with each other and LEAs. We developed a shared language.

HLP Work in Michigan Michigan Program Network (MiPN) (2015 – present) TeachingWorks (UofM), CME, EMU, GVSU, MTU, OU, SAU Adopted HLPs (teachingworks.org) Learning and practicing pedagogies for teaching HLPs Developing curriculum & assessments

HLP Work in Michigan CEEDAR Teams GVSU, NMU, SHU, WMU, MDE Prioritizing specific HLPs for across-programs focus Connecting with MiPN Communicating with MDE

HLP Work in Michigan Michigan Association of Colleges of Education (MACTE) Representatives from all educator preparation programs and Michigan Department of Education Developing End of Program Competencies that include prioritized HLPs

In Michigan… We are seeing: We need: Widespread agreement on attention to practice Increased awareness of HLPs (general and special education) We need: Agreement on competent enactment Targeted, deliberate shifts in teacher preparation Focus on pedagogies of preparation

Uniquely Oregon Our CEEDAR Work: Administrative and Teacher Implementation and Practice Teams

Uniquely Oregon Joined CEEDAR 2015 Cohort Compact with IHEs: Portland State University, Western Oregon University, University of Oregon, Marylhurst University, George Fox University Created two state-wide Implementation and Practice Teams (teacher/admin)

Oregon’s Blueprint Goals Statewide alignment of critical preparation standards Continuous improvement to infuse education equity and High Leverage Practices (HLPs) Clustered clinical practice placements Expanded focus on education equity and special education

Admin License Redesign Focused leadership and clinical practice New courses for Preliminary Admin License (PSU-GF and COSA-UO) Pilot module development Summer 2017 Implement modules Fall 2017 Behavior/Discipline(FAPE) and Network/Transition(LRE)

Teacher Implementation and Practice Team Connected program work to policy Co-created list of six HLPs for use in pre-service general and special education teacher preparation Conducted small/initial follow-up survey with IHE and LEA staff regarding the HLPs

Six HLPs Collaborate with professionals and families to increase student success Use explicit instruction Use positive and constructive feedback to facilitate a consistent learning environment Systematically design, implement and evaluate instruction Adapt curriculum tasks and materials for specific learning goals Analyze instruction and student progress

Importance of HLP Work in Oregon Created common language for all players Prepares teachers and administrators for inclusive schools Practices are universal and facilitate common language regardless of content, context or environment

Considerations and Learnings Understanding of the governance structures of partners (SEA, IHEs, teacher licensure, professional organizations) Knowledge of existing formal and informal relationships Knowledge of programs already in place, so that work can be leveraged and coordinated

Dissemination of HLPs CEC Webinar Publication Fall 2017 Publication April 2017 Microsite on CEC’s Website June 2017 TEACHING Exceptional Children Article Summer 2017

Dissemination of HLPs Dissemination to External Partners and Organizations Summer 2017 CEC Podcasts of HLPs Fall 2017 Videos of HLPs Fall 2017-2018 HLPS for Inclusive Classroom Book – Co-published CEC/Routledge Spring 2018

Discussion Questions How could identifying a set of core practices like the HLPs be helpful for improving the connections between educator preparation, induction, and professional development in your state? What challenges might you encounter in identifying HLPs and putting them into practice? How could you overcome those challenges?

References McLeskey, J., Barringer, M., Billingsley, B., Brownell, M., Jackson, D., Kennedy, M., Lewis, T., Maheady, L., Rodriguez, J., Scheeler, M., Winn, J., & Ziegler, D. (2017). High leverage practices in special education: The final report of the HLP Writing Team. Arlington, VA: CEC & CEEDAR Center. McLeskey, J. & Brownell, M. (2015). High leverage practices and teacher preparation in special education (Document No. PR-1). Retrieved fromhttp://ceedar.education.ufl.edu/wp-content/uploads/2016/05/High-Leverage-Practices-and-Teacher-Preparation-in-Special-Education.pdf

Contact Information Mary Brownell, CEEDAR Center brownell@coe.ufl.edu Deb Ziegler, CEC debz@cec.sped.org