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

2. Disclaimer
This content was produced under U.S. Department of Education, Office of Special Education Programs, Award No. H325A Bonnie Jones and David Guardino serve as the project officers. The views expressed herein do not necessarily represent the positions or polices of the U.S. Department of Education. No official endorsement by the U.S. Department of Education of any product, commodity, service, or enterprise mentioned in this website is intended or should be inferred.

3. 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

4. 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?

5. 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.

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

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

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

9. 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

10. 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

11. 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.

12. 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

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

14. 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.

15. 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

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

17. 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

18. 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

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

20. 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)

21. 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

22. 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)

23. 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

24. 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

25. 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

26. 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

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

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

29. 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?

30. 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

31. Contact Information
Mary Brownell, CEEDAR Center
Deb Ziegler, CEC