High Leverage Practices for Special Education Teachers

High Leverage Practices Writing Group, Jan. 2016

Collaboration: Collective expertise of teachers, paraprofessionals, administrators, parents/families, students, specialists, caregivers…

With whom are you currently collaborating?
Expert Title/Position / Name / Type of Collaboration / Expected Outcome
  1. Effective collaboration behaviors used to develop and adjust academic and behavioral plans:
  1. Preparing to lead and participate in effective meetings includes but is not limited to…
  1. Collaborate with families to support ______and secure ______. What student needs/issues have been addressed to help students meet their instructional, behavioral, social, and transition goals?

Assessment: Become knowledgeable regarding collecting, analyzing, and using data.

As reflective practitioners, teachers are also continuously analyzing the impact and effectiveness of their own instruction.

  1. “Multiple sources of information” used to develop a comprehensive understanding of a student’s strengths and needs may include…
  1. Special Educators understand the purpose of each assessment and communicate with key stakeholders to…
  1. Student outcomes improve when assessments are used to make necessary adjustments to ______.

Explain:

Social/Emotional/Behavioral Practices: A consistent, organized, and respectful learning environment supports student success.

  1. List all the important “r” words and then write a sentence summary statement using as many of them as you can.
  • R
  • R
  • R
  • R

______

  1. Feedback may be…

Feedback should be…

  1. Many SWD experience social skill challenges. According to this article, what teacher actions can alleviate problem behaviors for all students?
  1. A comprehensive FBA results in a hypothesis about the function of the student’s problem behavior. Once the function has been determined, a ______is developed.

Instructional Practices: Teaching students with disabilities (SWD) begins with well-designed instruction by teachers who value diverse perspectives.

  1. What do teachers use to make decisions and to develop long term and short term learning goals?

1.

2.

3.

4.

  1. Lessons are systematically designed toward a specific learning goal as teachers ______lessons that build off of each other. Ongoing changes occur throughout the ______based on student performance.
  1. Teachers make strategic decisions to adapt curriculum ______and ______for specific learning goals.
  1. What is metacognition?

Why should teachers explicitly teach cognitive processes?

  1. Give a specific example of a scaffold that a teacher might use to support a student into increased independence and understanding.
  1. `List some strategies mentioned for providing explicit instruction:
  1. Create a sketch to illustrate the information on flexible grouping.
  1. Complete the table for what you might see a “teacher” doing verses “student” doing to promote active student engagement.

Teacher / Student
  1. Write one sentence to sum up why teachers use assistive and instructional technologies.

______

  1. Discuss new/different places and situations where students might need to use (transfer) newly acquired knowledge and skills.
  1. Label this graphic using the information on providing intensive instruction: