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.

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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.

Specially Designed Instruction

Specially Designed Instruction (SDI) refers to tailored teaching strategies and methodologies that meet the individual needs of students with disabilities. It involves adapting the content, teaching methods, and learning environments to ensure all students can access the curriculum effectively. SDI is a crucial component of the Individuals with Disabilities Education Act (IDEA) and aims to provide necessary modifications to help students achieve their educational goals.

Why Use it?

Implementing Specially Designed Instruction in the classroom offers numerous benefits for both teachers and students:

1. Enhanced Student Engagement: By personalizing learning experiences, SDI helps to maintain students' interest and motivation. When students see that their specific needs are being met, they are more likely to participate actively in their education.

2. Improved Learning Outcomes: Tailoring instruction to fit individual learning styles and needs often results in better academic performance. Students who receive effective SDI are more likely to grasp complex concepts and retain information.

3. Fostering Independence: SDI empowers students by equipping them with the tools they need to learn effectively. This fosters a sense of independence, allowing students to take ownership of their learning process and become self-advocates.

4. Building Stronger Relationships: By focusing on the individual needs of students, teachers can build stronger relationships with their students. This understanding fosters trust and creates a supportive learning environment.

5. Professional Growth for Teachers: Implementing SDI encourages teachers to explore new strategies and adapt their teaching styles. This process not only enhances their instructional skills but also contributes to their overall professional development.

6. Collaboration with Support Staff: SDI often requires collaboration with special education teachers, therapists, and other support staff. This teamwork fosters a more comprehensive educational approach and enriches the learning experience for students.

7. Inclusivity in the Classroom: By using SDI, teachers create a more inclusive environment that values diversity and promotes equity. All students, regardless of their abilities, can learn alongside their peers, which benefits the entire classroom community.

Specially Designed Instruction is an essential practice that not only supports students with disabilities but also enhances the overall educational experience for all learners. By embracing SDI, teachers can create a more engaging, inclusive, and effective learning environment that promotes success for every student.

Empowering Readers: Strategies to Support Reading Fluency for Students with Disabilities

Supporting students with disabilities in developing reading fluency is essential for their overall literacy success. Here are several strategies teachers can implement to help these students become fluent readers:

1. Provide Explicit Instruction in Phonics: Teach phonics systematically and explicitly to help students understand the relationship between sounds and letters. This foundational skill is crucial for developing reading fluency.

2. Use Decodable Texts: Introduce decodable texts that align with the phonics skills being taught. These texts allow students to practice their decoding skills in context, reinforcing their understanding of sound-letter relationships.

3. Incorporate Repeated Reading: Encourage students to read the same text multiple times. Repeated reading helps improve accuracy, automaticity, and expression, which are all key components of reading fluency.

4. Engage in Guided Oral Reading: Provide opportunities for guided oral reading, where teachers or peers read aloud together. This practice can model fluent reading and help students develop prosody and expression.

5. Utilize Technology and Multimodal Approaches: Leverage technology, such as audiobooks or reading apps, to support reading fluency. Multimodal approaches that combine visual, auditory, and kinesthetic elements can also enhance learning for students with disabilities.

6. Offer Frequent and Specific Feedback: Provide immediate feedback on students' reading performance. Specific praise for improvements in fluency and constructive feedback on areas that need work can motivate students and guide their progress.

7. Create a Supportive Reading Environment: Foster a positive and encouraging atmosphere for reading. Celebrate successes, no matter how small, to build students' confidence and motivation.

8. Differentiate Instruction: Tailor instruction to meet individual needs. This may involve providing more time for practice, simplifying texts, or breaking down tasks into manageable steps.

9. Monitor Progress Regularly: Use assessments to monitor students' reading fluency over time. This data can help inform instruction and identify areas where additional support is needed.

10. Encourage Reading for Enjoyment: Promote a love for reading by allowing students to choose texts that interest them. When students are engaged with their reading material, they are more likely to practice and improve their fluency.

By implementing these strategies, teachers can effectively support students with disabilities in developing their reading fluency, enabling them to become more confident and proficient readers.