High Leverage Practices That Transform Learning Outcomes

In education, finding effective teaching strategies is an ongoing pursuit. Among the many approaches available, 22 High Leverage Practices (HLPs) have been identified as crucial for helping students make significant progress. However, the sheer number of these practices can be overwhelming for educators juggling daily responsibilities. The key is to break these practices down into manageable components that enhance student learning.

In this blog post, we will highlight four specific HLPs that can have a profound impact on student outcomes:

1. Use Explicit Instruction (HLP 16)

Explicit instruction is a structured teaching approach that focuses on clear and direct communication of concepts and skills. This method includes modeling, guided practice, and independent practice to ensure students fully understand what is expected of them. Here are some effective strategies for implementing explicit instruction:

• Model Your Thinking: Articulate your thought process out loud as you work through problems, explaining your reasoning.

• Encourage Student Responses: Provide numerous opportunities for all students to respond during the lesson, using tools like whiteboards or choral responses.

• Facilitate Guided Practice: Allow students ample time to practice new skills during guided practice sessions.

• Maintain a Brisk Pace: Keep the lesson moving quickly to keep students engaged and learning throughout.

2. Specially Designed Instruction (HLP 12)

Specially Designed Instruction involves customizing teaching methods to suit the unique needs of each student. This practice emphasizes understanding individual learning profiles and adapting instructional strategies accordingly. Effective implementation can include:

• Sequencing Skills: Start with concrete skills before moving to abstract concepts.

• Prioritizing Key Skills: Identify and target the most important skills that students need to learn first.

• Connecting New Learning: Relate new concepts to previously taught material to reinforce understanding.

3. Teach Cognitive and Metacognitive Strategies (HLP 14)

Teaching cognitive and metacognitive strategies empowers students to take charge of their own learning. Cognitive strategies help students process and understand information, while metacognitive strategies encourage self-reflection on their learning processes. Here are some practical methods to implement these strategies:

• Use Graphic Organizers: Help students organize their thoughts and work effectively.

• Provide Clear Steps: Offer students a flow chart or checklist of steps needed to solve problems or complete tasks.

• Set Personal Goals: Collaborate with students to set personal learning goals and track their progress. Regularly discuss their progress and what they need to do to achieve these goals.

4. Provide Positive and Constructive Feedback (HLP 8)

Feedback is a vital part of the learning process. Providing positive and constructive feedback not only guides student learning but also fosters a growth mindset. Effective feedback should be specific, timely, and actionable. Here are some strategies for giving feedback:

• Offer Immediate Feedback: Provide corrective feedback right away to help students understand and address mistakes.

• Analyze Errors Together: If multiple students make the same mistake, display it on the board and have the class work together to analyze the error and find solutions.

While the complete list of High Leverage Practices provides a robust framework for enhancing student learning, focusing on these four key practices can significantly impact educational outcomes. By simplifying the HLPs into actionable strategies, educators can create a more effective and supportive learning environment for all students. Embracing these practices not only benefits students but also enriches the teaching experience. Let us continue to strive for excellence in education, one high-leverage practice at a time!

This post may contain affiliate links.

High Leverage Practices

In the ever-evolving world of education, understanding how to support all students, particularly those with special needs, effectively is essential. One of the most effective ways to achieve this is through the implementation of High Leverage Practices (HLPs).

High Leverage Practices are a set of instructional strategies identified as essential for improving student outcomes. Developed through extensive research, these practices are grounded in evidence-based methods that have shown significant effectiveness in various educational settings. HLPs are particularly beneficial for special education students, as they promote engagement, understanding, and skill acquisition.

Key Features of High Leverage Practices

1. Evidence-Based: HLPs are supported by research that demonstrates their effectiveness in promoting student learning and engagement.

2. Adaptable: These practices can be modified to fit the unique needs of individual students, making them suitable for diverse learning environments.

3. Focused on Engagement: HLPs prioritize student engagement, helping students with special needs to participate actively in their learning.

Domains

High Leverage Practices can be broken down into four domains. The four domains that incorporate all of the HLPs are:

• Collaboration

• Data-Driven Planning

• Instruction in Behavior and Academics

• Intensify and Intervene as Needed

Collaboration

Collaboration is the first domain in HLPs. Collaboration with educators, families, school staff, and the student are critical component of effective teaching. As a learning specialist, we must have an open line of communication with school staff and families. The Collaboration domain encompasses the practices of: 

• 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-Driven Planning

Assessment plays an important role in instruction. We must know precisely what skills our students need so we know what to teach. Effective educators engage in ongoing assessment and analysis of those assessment results. 

Educators should use a variety of assessments with their students. They should use a mix of formal and informal assessments. Error analysis is one of the greatest tools an educator can use to guide their instruction. HLPs in this domain include:

• HLP 6: Use student assessment data, analyze instructional practices, and make necessary adjustments that improve student outcomes.

• HLP 4: Use multiple sources of information to develop a comprehensive understanding of a student’s strengths and needs.

• HLP 5: Interpret and communicate assessment information to collaboratively design and implement educational programs.

• HLP 11: Identify and prioritize long- and short-term learning goals.

• HLP 12: Systemically design instruction toward a specific learning goal.

Instruction in Behavior and Academics

When educators and families collaborate and analyze student assessment data, they can identify the skills the student needs to master. Once a list of skills have been developed, the educator should rank the skills from most important to least important. Then, the educator should target the most important skills using research based practices. HLPs in this domain include:

• HLP 16: Use explicit instruction.

• HLP 7: Establish a consistent, organized, and responsive learning environment.

• HLP 8: Provide positive and constructive feedback to guide student’s behavior.

• HLP 9: Teach social behaviors.

• HLP 13: Adapt curriculum tasks and materials for special learning goals.

• HLP 14: Teach cognitive and metacognitive strategies to support learning and independence.

• HLP 15: Provide scaffolded supports.

• HLP 17: Use flexible grouping.

• HLP 18: Use strategies to promote active student engagement.

• HLP 19: Use assistive and instructional technologies.

• HLP 21: Teach students to maintain and generalize new learning across time and settings.

• HLP 22: Provide positive and constructive feedback to guide student’s learning. 

Intensify and Intervene as Needed

Even when using research-based curriculum and HLPs, some students will need even more intensive instruction in academics, behavior, or both. It is important that educators who address student needs in this domain must have specialized training and knowledge to develop individualized support plans for students. This domain applies to both special and general educators. HLPs in this domain include:

• HLP20: Provide intensive instruction for academics and behavior.

• HLP 10: Conduct functional behavioral assessments to develop individual student behavior support plans.

High Leverage Practices offer a powerful framework for educators working with special education students. By focusing on evidence-based strategies that promote engagement and understanding, educators can create an inclusive learning environment that supports the diverse needs of all students. As educators, our commitment to discovering and implementing these practices will ultimately lead to better outcomes for all students and a more enriching educational experience.

The Delima: How do I tackle all 22 of the HLPs?

Answer- Don’t tackle all 22 HLPs. We will explore a couple of HLPs that when implemented fully will give the educator the most bang for their buck. Work by the motto “Work smarter, not harder.” Check back next week to learn how to put HLPs into practice.

This post may contain affiliate links.

How to Use Specially Designed Instruction (SDI) for Effective Teaching

Specially Designed Instruction (SDI) is an essential approach for educators aiming to meet the diverse needs of students, particularly those with disabilities. By thoughtfully implementing SDI, teachers can reduce processing complexity, enhance student focus, and promote effective learning. Here’s how to effectively use SDI in your classroom.

Reducing Processing and Complexity: SDI simplifies the learning process, allowing students to concentrate on relevant information without being overwhelmed. By minimizing extraneous cognitive load, students can engage more deeply with the material.

Action Steps:

• Use graphic organizers
• Use sentence starters
• Provide a list of steps needed to complete the problem/activity
• Use a multiplication chart when solving multi-digit problems or working with fractions

Strategic Skill Sequencing: SDI involves carefully selecting the sequence of skills taught. This progression ensures students build upon their prior knowledge, creating a solid foundation for new learning.

Action Steps:

• Determine prerequisite skills students need
• Pre-teach vocabulary
• Teach skills that build upon each other
• Teach skills from simple to complex

Modeling Skills and Teacher Thinking: Teachers should model the skills being taught while also sharing their thought processes. This transparency helps students understand not just what to do, but why they are doing it, which enhances comprehension.

Action Steps:

• While you are teaching, say everything you are thinking about to solve the problem. For example, if you are teaching 2-digit subtraction with regrouping, you may say something similar to: "I know I need to start in the one's column. The larger number is on the bottom, so I can't subtract 5 from 3. I have to borrow from the ten's column so I can subtract the one's column. When I borrow, I need to mark out the digit in the ten's column and take one away. One less than 8 is 7, so I write 7 here and take the ten I'm borrowing and place it in the one's column. Now I have 13 instead of 3. 13-5=8. Now I can move to the ten's column. 7-4=3. The answer is 38."

Using Clear Language and Expectations: To further reduce cognitive load, teachers must use clear language and provide clear models and expectations. This clarity helps students grasp concepts without confusion, promoting better understanding.

Action Steps:

• Use clear and specific language
• Limit the number of examples used
• Stay on topic and refrain from tangents

Offering Guided Practice: Frequent opportunities for guided practice are vital. Teaching to mastery ensures that gaps in learning are addressed, preventing misunderstandings from growing. This approach empowers students to develop their skills in a supportive environment.

Action Steps:

• Have students practice several examples with you
• Have students practice examples with a partner/group
• Have students practice individually
• Use whiteboards for practice
• Have students explain how they solved the problem or the steps they followed to complete the skill

Focusing Attention on Instructional Goals: SDI helps students maintain focus on instructional goals, which is crucial for effective learning. By eliminating distractions and providing targeted instruction, students can engage more fully with the material.

Action Steps:

• Clearly explain what the goal for today's lesson is and how that relates to the overall goal. Some examples include: 
1. Today we are looking for keywords to help us determine if we need to add or subtract. This will allow us to solve word problems accurately. 
2. Today we are going to decode words that follow the vowel consonant e pattern. This will help us increase our fluency which will help us understand what we read.
3. Today we are going to write topic sentences. Topic sentences are the first step in writing a paragraph.
• Focus only on the small part of the daily goal when giving instruction and feedback.

Providing Frequent and Specific Feedback: Immediate feedback is essential for correcting mistakes and reinforcing learning. Teachers should offer specific comments to guide students toward improvement, fostering a growth mindset.

Action Steps:

• Correct mistakes immediately.
• When more than 1 student makes the same mistake, show that mistake and ask the class why it is incorrect. Have several students repeat the correct reasoning.
• DO NOT assign homework on skills that students have not mastered. They will practice the skill incorrectly, which leads to unlearning the way did it and relearning the skill. 
• Continuously monitor student progress by reviewing class work, data collection, quiz results, etc.

Facilitating Long-Term Information Storage: Ultimately, SDI supports the long-term storage of information, allowing students to retrieve and use what they have learned in future contexts.

Action Steps:

• Teach content to mastery
• Review previously taught skills/concepts when teaching new skills
• Have students explain how the skills they previously learned relate to the new skill

By implementing Specially Designed Instruction with intention and care, educators can create an inclusive learning environment that effectively meets the needs of all students. Through clear communication, strategic planning, and ongoing support, SDI facilitates meaningful learning experiences that empower students to succeed. Embrace the power of SDI in your classroom and watch your students thrive!

Comparing Specially Designed Instruction and Accommodations: Understanding Key Differences in Supporting Students

In today's diverse classrooms, educators often encounter students with varying needs and abilities. To ensure that all learners can access the curriculum and succeed academically, two important concepts come into play: Specially Designed Instruction (SDI) and accommodations. While these terms are often used interchangeably, they serve distinct purposes in supporting students with disabilities. Understanding the differences between them is crucial for educators aiming to provide effective and inclusive education.

What is Specially Designed Instruction (SDI)?

Specially Designed Instruction refers to tailored teaching strategies and methodologies that are specifically designed to meet the individual needs of students with disabilities. SDI is what the teacher does, teaching strategies. It includes teaching methods and learning environments to help students access the curriculum effectively. The goal of SDI is to ensure that students can achieve their educational goals through personalized supports and interventions.

What are Accommodations?

Accommodations, on the other hand, are adjustments made to the learning environment or instructional methods that allow students with disabilities to participate more fully in the educational process. Accommodations do not change the curriculum or learning objectives; instead, they provide students with alternative ways to demonstrate their knowledge and skills. Examples of accommodations include extended time on tests, preferential seating, or the use of assistive technology.

Key Differences Between SDI and Accommodations

1. Purpose:
   
   

• SDI: The primary purpose of SDI is to modify instructional methods to meet the specific learning needs of students with disabilities. It focuses on creating personalized learning experiences that directly address individual challenges.

• Accommodations: Accommodations aim to level the playing field for students with disabilities by providing supportive measures that allow them to access the same curriculum as their peers without altering the content.

2. Nature of Support:
   
   

• SDI: Involves changes to the teaching approach and learning activities. It may include pre-teaching vocabulary, providing list of steps needed to complete a type of problem, or modeling the teacher’s thinking.

• Accommodations: Are typically less intensive and involve adjustments to the existing educational framework. They provide support without fundamentally altering what is being taught.

3. Implementation:
   
   

• SDI: Requires ongoing assessment and collaboration among educators, special education professionals, and families to ensure that the instruction aligns with each student’s unique needs. Teachers may need training and resources to implement SDI effectively.

• Accommodations: Can often be implemented more easily and quickly, as they typically involve minor adjustments to the teaching environment or assessment methods. Teachers can frequently make these changes based on the individual needs of students.

4. Impact on Learning Goals:
   
   

• SDI: Allows all students to participate in the lesson and master the learning targets. SDI ensures that every student has the opportunity to succeed.

• Accommodations: Maintain the same learning goals as their peers, allowing students to work towards the same objectives while providing them with the necessary support to achieve those goals.

Examples of Specially Designed Instruction (SDI):

1. Individualized Reading Programs: A teacher might implement a specialized reading curriculum for a student with dyslexia that includes phonics-based instruction and multisensory learning techniques.

2. Modified Assignments: A student with cognitive disabilities may receive simplified assignments that focus on essential concepts rather than the same level of complexity as their peers.

3. Direct Instruction: A teacher may provide one-on-one or small group instruction using explicit teaching methods to teach a student with autism specific social skills or academic content.

4. Visual Supports: For students with language processing difficulties, a teacher might create visual schedules or graphic organizers to help them understand and organize the information.

5. Behavioral Interventions: A student with emotional disturbances may receive tailored behavioral interventions that include specific behavior management strategies and positive reinforcement techniques.

Examples of Accommodations:

1. Extended Time on Tests: A student with ADHD may be given additional time to complete quizzes and exams to reduce anxiety and allow for improved focus.

2. Preferential Seating: A student with hearing impairments might be seated closer to the teacher to better hear instructions and engage in class discussions.

3. Use of Technology: A student with writing difficulties may be allowed to use a computer or speech-to-text software to complete written assignments instead of handwriting.

4. Quiet Environment: A student with anxiety may be allowed to take tests in a quiet room to minimize distractions and help them concentrate better.

5. Alternate Formats: A student with visual impairments may receive textbooks in large print or audio format to ensure they can access the same content as their peers.

By implementing both SDI and accommodations, educators can create a more inclusive learning environment that caters to the diverse needs of all students.