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
Evidence-Based: HLPs are supported by research that demonstrates their effectiveness in promoting student learning and engagement.
Adaptable: These practices can be modified to fit the unique needs of individual students, making them suitable for diverse learning environments.
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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