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Showing Results 1 - 32 of 32
Description: Based on the work of the CEEDAR Center and Council for Exceptional Children, the GMU TTAC Team has created High Leverage Practice Crosswalks in the areas of Math, Literacy and Transition to support stakeholders in developing personalized professional learning and targeted support, with the goal of bridging research into “practical” classroom practice to improve performance outcomes. The HLP Crosswalks are dynamic documents that will be periodically updated with the most current...
Description: Quick Guide For Reading Assessment  - When assessing emerging readers, this progression should be utilized from the bottom of the progression up, with new assessment measures added and analyzed as they become developmentally appropriate. When assessing older students in third grade or beyond, the analysis should start at the top of the progression with reading comprehension and fluency measures, then down through the foundational sub-skills as needed.
Description: Enroll in Specially Designed Instruction (SDI): Assessment & Implementation HLPs 6 & 12 By the end of this session, you will understand:  How to plan for and teach specially designed instruction (SDI) throughout all tiers of MTSS. The five step data based individualization process for specially designed instruction (SDI). SDI's three elements: Content, Methodology, Instructional Delivery.  The importance of continuous progress monitoring.  How to adapt SDI's content,...
Description: This one page document is a compilation of HLP tools, guides, rubrics, videos and module with brief descriptions.
Description: This exciting project partnership with George Mason University (GMU) and the Virginia Department of Education (VDOE) is to offer strength-based formative assessment and bridging activities to support instruction for K-8 students. We wanted to tap into the geniuses in our school districts in Virginia and invited these amazing teacher designers to codesign these modules. They spent their summer designing these bridging activities and refined the modules by piloting them in their classrooms. We...
Description: Learning Disabilities in Mathematics - In Virginia, mathematics disability is recognized as one of the conditions under the category of Specific Learning Disability (SLD).  Evidence-Based Specially Designed Instruction in Mathematics Resource Guide provides an overview of evidence-based instructional strategies that educators can utilize to support students with mathematics disability or difficulty at any grade. Importantly, the strategies outlined in this document are targeted at...
Description: Rubric – HLP 1 Collaborate with Professionals to Increase Student Success, Rubric – HLP 2 Lead Effective Meetings with Professionals & Families, Rubric – HLP 3 Collaborate with Families to Support Student Learning and Secure Needed Services, Rubric – HLP 4: Use Multiple Sources of Information to Develop a Comprehensive Understanding of a Student’s Strengths and Needs, Rubric – HLP 6 Use Assessment Date, Analyze Instructional Practices and Make Adjustments...
Description: HLP Highlight Tool - HLP 1: Collaborate with Professionals to Increase Student Success, HLP Highlight Tool - HLP 2: Organize and Facilitate Effective Meetings with Professionals and Families, HLP Highlight Tool - HLP 3: Collaborate with Families to Support Student Learning and Secure Needed Services, HLP Highlight Tool - HLP 4: Use Multiple Sources of Information to Develop a Comprehensive Understanding of a Student’s Strengths and Needs, HLP Highlight Tool - HLP 5: Interpret and...
Description: HLP 4: Use multiple sources of information to develop a comprehensive understanding of a student's strengths and needs. GMU TTAC: Comprehensive Student Profile Template HLP 6: Use student assessment data, analyze instructional practices, make necessary adjustments that improve student outcomes. National Center on Intensive Intervention (NCII): What is Progress Monitoring? National Center on Intensive Intervention (NCII): Academic Progress Monitoring Tools Chart National Center on Intensive...
Description: HLP 4: Use multiple sources of information to develop a comprehensive understanding of a student's strengths and needs. VDOE: Virginia Guidelines for Educating Students with Learning Disabilities VDOE: Learning Disabilities in Mathematics (Dyscalculia) TTAC GMU: Comprehensive Student Profile Template HLP 6: Use student assessment data, analyze instructional practices, and make necessary adjustments that improve student outcomes. University of Florida CEEDAR Center: MTSS in Mathematics...
Description: The High Leverage Practices (HLP) Highlight Tools were developed to acquaint educators with the key components of each HLP in order to begin implementation into their instruction and strengthen inclusive practices with students. Each Highlight Tool contains a brief description, video clips, suggested activities and a Plan of Action activity teachers can implement with students to help get them started. As teachers become more acquainted with HLPs, additional resources are provided to help extend...
Description: This Rubric - HLP #4 is a tool that can be used during teacher observations to provide meaningful feedback to teachers about areas of strength and growth as they implement specific HLPs (High Leverage Practices).  Instructional coaches, administrators, and collaborative learning teams can use the rubrics for ongoing professional development and teacher support.  Each HLP rubric identifies essential components of each HLP and the teacher behaviors that facilitate HLP implementation....
Description: The High Leverage Practices (HLP) Highlight Tools were developed to acquaint educators with the key components of each HLP in order to begin implementation into their instruction and strengthen inclusive practices with students. Each Highlight Tool contains a brief description, video clips, suggested activities and a Plan of Action activity teachers can implement with students to help get them started. As teachers become more acquainted with HLPs, additional resources are provided to help extend...
Description: The use of student assessment data for decision making is a key high leverage practice because it helps guide teachers and other professionals to analyze instructional practices and make necessary adjustments that improve student outcomes. Collecting data in isolation, without using that data to make instructional decisions about student programs, is not a good use of a teacher’s time. Researchers have demonstrated that when teachers utilize data to make instructional decisions, student...
Description: The High Leverage Practices (HLP) Highlight Tools were developed to acquaint educators with the key components of each HLP in order to begin implementation into their instruction and strengthen inclusive practices with students. Each Highlight Tool contains a brief description, video clips, suggested activities and a Plan of Action activity teachers can implement with students to help get them started. As teachers become more acquainted with HLPs, additional resources are provided to help extend...
Description: This Rubric - HLP #6 is a tool that can be used during teacher observations to provide meaningful feedback to teachers about areas of strength and growth as they implement specific HLPs (High Leverage Practices).  Instructional coaches, administrators, and collaborative learning teams can use the rubrics for ongoing professional development and teacher support.  Each HLP rubric identifies essential components of each HLP and the teacher behaviors that facilitate HLP implementation....
Description: The University of Kansas Center for Research on Learning (KUCRL) has developed this crosswalk to assist educators in understanding the relationship between the High-Leverage Practices in Special Education (HLPs) and the elements and processes used when implementing the Strategic Instruction Model (SIM™). These comparisons demonstrate how SIM can empower all teachers with evidence-based instructional tools and interventions, which embed HLPs shown by research to improve achievement for...
Description: The professional growth and development of teachers are critical within a teacher evaluation system. According to the Virginia Department of Education (2021), “while teacher evaluation should provide a fair and accurate summative measure of teacher effectiveness, first and foremost, it should be a tool to improve teaching” (p. 3).   The Council for Exceptional Children (CEC) and CEEDAR Center identified 22 High Leverage Practices (HLPs), which are inclusive research-based...
Description: High-Leverage Practices in Special Education: A Professional Development Guide for School Leaders was developed to assist school leaders in planning and implementing professional development about high-leverage practices to K–12 educators. High-leverage practices are frequently occurring, essential educational practices that all K–12 special educators should know how to do. These practices are evidence based, meaning that they reflect effective methods that when successfully...
Description: High-Leverage Practices for Students with Disabilities: Information, Resources & Videos - In partnership with the Collaboration for Effective Educator Development, Accountability and Reform (CEEDAR), the Council for Exceptional Children (CEC) has developed and published a set of high-leverage practices (HLPs) for teachers of students with disabilities. The HLPs are organized around four aspects of practice: Collaboration, Assessment, Social/Emotional/Behavioral and Instruction.  These...
Description: What do High-Leverage Practices (HLPs) look like in practice? The HLP Video Series supports teacher educators and new teachers with concrete, easy-to-access examples of HLPs in action, in real classrooms with real students. The videos and supporting resources are easily and freely accessible online, offering a practical, real-world illustration of HLPs by teachers intentionally and explicitly using the practice to meet the specific needs of students in their classrooms. HLP videos highlight...
Description: Developed by the Council for Exceptional Children and the CEEDAR Center, high-leverage practices are 22 essential special education techniques that all K-12 special education teachers should master for use across a variety of classroom contexts. Learn more about these practices in the guidance document High-Leverage Practices in Special Education. This interactive alignment tool, developed in collaboration with CEEDAR, identifies which IRIS resources provide information on HLPs.
Description: High-leverage practices (HLPs) and evidence-based practices (EBPs) when used together can become powerful tools for improving student outcomes. This brief is designed to show the promise of these practices in advancing educator preparation and practice and, subsequently, outcomes for students with disabilities and those who struggle. We begin by defining HLPs and EBPs and sharing examples of how educator preparation programs are integrating them in their candidates’ learning opportunities...
Description: This special video explains the relationship between the High-Leverage Practices (HLPs) for special education and Evidence-Based Practices (EPBs). There are a range of sources for content in this video including the IRIS Center, the What Works Clearinghouse, the Council for Exceptional Children, and peer-reviewed journal articles included in the reference list. This video is split into two parts. In part 1, we discuss how High-Leverage Practices which we refer to as HLPs and Evidence-Based...
Description: Self-Paced Module: What is Progress Monitoring? By completing this course, participants will be able to: define progress monitoring understand the role of progress monitoring in the DBI process Self-Paced Module: How Do I Select an Academic Progress Monitoring Measure? This course is the second in a series on progress monitoring. This module describes two types of academic progress monitoring measures and considerations for selecting an academic progress monitoring tool. By completing this...
Description: Progress Monitoring, a key component of a multi-tiered system of support (MTSS), occurs throughout the data-based individualization (DBI) process to assess responsiveness to the validated intervention platform, as well as adaptations to the intervention. Progress monitoring data also may be reviewed along with other diagnostic data to assist teams in developing a hypothesis about why the student may not be responding. As part of the diagnostic data review, the team may conduct an error...
Description: Learn about the origins of data assessment within education and the promises underlying continuous improvement objectives for all students.
Description: This resource introduces users to progress monitoring in reading, a type of formative assessment in which student learning is evaluated to provide useful feedback about performance to both learners and teachers (est. completion time: 2 hours).
Description: Structured Literacy Intervention Book Study - Comprehensive and evidence-based, Structured Literacy (SL) approaches place a high value on explicit, systematic, and sequential instruction. This book brings together leading experts on key components of literacy to help K–6 teachers design and target SL interventions for particular student profiles. Chapters identify effective features of instruction for supporting phonological awareness, basic and multisyllabic word decoding, spelling,...
Description: Science of Reading: The Podcast - S6 E3: Focused implementation: Doing less to do more with Dr. Doug Reeves - On this sixth season of the show, they are focusing on what it takes to transition to the Science of Reading. They are looking at how all levels of education from the individual classroom up to the state level can most effectively begin and sustain a transition to the Science of Reading. So early in this season, we wanted to be sure to bring you an expert on implementation science....
Description: This module describes how teachers can incorporate vocabulary and reading comprehension skills instruction into content-area lessons and will introduce you to a variety of effective practices—including the use of graphic organizers—to help students better understand what they read (est. completion time: 1.5 hours). When you have completed the module, be sure to visit part two: Secondary Reading Instruction (Part 2): Deepening Middle School Content-Area Learning with Vocabulary and...
Description: This Module examines some of the reasons that adolescents struggle with content-area text and overviews effective strategies teachers can use to improve the vocabulary and comprehension skills of students with a wide range of abilities and across a variety of subjects.