Graphic Organizer for HLP-Highly Leverage Practices/Videos
Do one of these HLP write-ups for each of the HLP videos you view.
Introduction Video: [Link]
Notes typed here:
- Four domains for the 22 HLPs: Collaboration, Assessment, Social/Emotional/Behavioral,
and Instructional
- Videos include descriptions and brief examples for them (appropriate for most students
not just those of students with disabilities)
- Students with disabilities comprise over 10% of the student body
- The HLPs are able to be applied to all age levels, different types of learners, and improve
student outcomes
Relationship between HLPs and EBPs:
[Link]
Notes typed here:
- HLPs (highly-leverage practices) and EBPs (evidence-based practices) can go hand in
hand towards improving social and general educational instruction for students with
disabilities
- HLPs are complimentary to EBPs by offering skills and actions to be successful with and
able to make appropriate adjustments with EBPs
- BOTH NECESSARY to provide students with an evidence-based education
- Miss Barn’s classroom of describing procedures of class
- Example of EBP: develop and teach predictable classroom routines
- Example of HLP: #7, establish a consistent, organized, and respectful learning
enviornment
HLPs - Highly-leverage Practices EBPs - Evidence-based Practices
- instrictional and practical practices - instructional practices that have
that educators can implement EBPs shown to improve outcomes for
and make adjustments to instruction specific student learners
- also used to help teachers - research can be used always (unlike
provide supports with IDEA HLPs that can be too broad or could
- explicit instruction, feedback, and exist in them)
flexible groupings - specific strategies teachers can use to
- help develop goals, planning, and address specific needs of learners
evaluating effectiveness
HLP #7
Here is how we will evaluate this HLP assignment:
1. Provide three quotations that stuck out to you across each video assignment and then note
the video number on the bottom of where you found them. (example “Make sure to include
individual students needs in your feedback” 12:33) (3 Points)
- “Educators cannot make students learn or behave.” 2:40
- “A teacher who demonstrates respect towards all students at all times is in a position to
expect their students to do the same.” 5:35
- “Teachers working with students with disabilities should strive for a balance of direct
instruction, multiple opportunities to respond with high rates of feedback and high rates
of success.” 15:11
2. Make at least one connection to personal experience, other texts you’ve read, other classes,
and/or to what you know about schools from each quotation. (3 points)
- Q1: It’s something that many people don’t want to acknowledge. Teachers are there to
help students learn, but they can enforce learning or behaviors on them
- Q2: For most of my elementary school teachers, when treating us with respect, I truly
listened to them and enjoyed their time with me for the year
- Q3: This quote reminds me of ED299 which gives lots of feedback to students
3. Include three pieces that you do not want to forget that deal with characteristics,
adaptations, and strategies with the brain or certain disabilities or teaching overall. (3 Points)
- Teachers: take time to develop the expectations and procedures with students, are
planful and deliberate when making a consistent, organized, and respectful learning
environment, and build compassionate relationships with students from a clear
classroom environment
- When explaining class rules, demonstrate as they build on the class expectations (ex: I
don’t want to hear stomping while stomping feet. And “What should I see?” or “What
should I hear?”)
- Feedback can be oral, gestural, or written and must be specific
- Remember: respond to appropriate behavior
4. Questions/future learning on HLPs (1 point)
- OTRs (opportunities to respond) and how often to give those to students (video
responds to this at 15:48: “OTRs vary depending on the goals and structure of the lesson
& capacity of students)
- What are ways to respond to appropriate behavior?
HLP #8 and #22
Here is how we will evaluate this HLP assignment:
1. Provide three quotations that stuck out to you across each video assignment and then note
the video number on the bottom of where you found them. (example “Make sure to include
individual students needs in your feedback” 12:33) (3 Points)
- “Feedback can reduce the gap between students’ current knowledge and
understanding, what they need or have yet to understand.” 2:11
- Ms. Sarah Melvin: “Right so you are showing me the communicative, which is fine,
however [...] do you see that? Ok so let’s try that again.” 8:22
- Mr. Andy Eckert reviewing homework: “He solicits responses from a range of students in
the class and provides immediate feedback. In the instance where a student offers an
incorrect response, he does more than say no, but instead highlights the correct
information.” 13:59
2. Make at least one connection to personal experience, other texts you’ve read, other classes,
and/or to what you know about schools from each quotation. (3 points)
- Q1: This quote helps with Mr. Eckert’s example, by helping show the progression of
what is correct, to help focus on what needs to be improved.
- Q2: The idea of feedback always helps increase the use of advocacy to help students
develop more in their learning. Structural relationships build up for students to work
more for themselves.
- Q3: Detailing what is correct helps the student to realize they are learning from this
process. It’s important to show that no answer is “truly wrong” and show the positives
or what is correct from the answer. Creating the idea of no truly incorrect answer helps
students feel more comfortable sharing responses in the space.
3. Include three pieces that you do not want to forget that deal with characteristics,
adaptations, and strategies with the brain or certain disabilities or teaching overall. (3 Points)
- The ideas for effective constructive feedback
- Specific example feedback is important! Non-example feedback is not specific or goal-
oriented and may appear as not encouraging more learning for students
- Step-by-step instructions and working with students to then have appropriate timed
feedback (Ms. Sarah Melvin 6:26-8:39)
4. Questions/future learning on HLPs (1 point)
- What are examples of constructive feedback given during instruction? (Video answers
this at 4:17: effective feedback is goal-directed, constructive, immediate, respectful, and
positive)
- For one-on-one time, what are ways to help guide a student without giving away the
answers? (Phrases and such)
HLP #18
Here is how we will evaluate this HLP assignment:
1. Provide three quotations that stuck out to you across each video assignment and then note
the video number on the bottom of where you found them. (example “Make sure to include
individual students needs in your feedback” 12:33) (3 Points)
- “Students who report higher engagement within schools are less likely to drop out or
get in trouble in or out of school.” 2:31
- “A good idea is for teachers to greet students at the door before each class with a warm
smile and greeting.” 5:26
- “Teachers can use technology to leverage student engagement.” 10:10
2. Make at least one connection to personal experience, other texts you’ve read, other classes,
and/or to what you know about schools from each quotation. (3 points)
- Q1: I feel like I always hear this in general, and sometimes it makes me feel bad for
students who struggle to engage. Because some of them may have struggled with
engaging without even realizing it.
- Q2: This happens all the time for my courses within COE. Being greeted with a smile and
small talk is always appreciated.
- Q3: This was seen with Ms. Raines and the use of her Smartboard to have an interactive
calendar. it also reminds me of when I was younger since I always was so excited when
we got to write up on the board or help the teacher. The use of technology used to be
so exciting as a kid.
3. Include three pieces that you do not want to forget that deal with characteristics,
adaptations, and strategies with the brain or certain disabilities or teaching overall. (3 Points)
- Affective engagement: positive feelings about the learning process, being motivated to
learn, students taking responsibility for their learning
- The key components of this HLP: teachers must build positive teacher-student
relationships, teachers should use a variety of strategies to ensure student engagement
in lessons, teachers need to actively monitor for engagement & provide ongoing,
specific feedback
- Having a starting day “chant” with minor movements helps get students engaged with
the classroom and prepares them for activities
- Students with disabilities can often have frustration and failure in school because they
receive limited background knowledge and cognitive function.
4. Questions/future learning on HLPs (1 point)
- What is a hallmark teacher?
- Is it better to have a slogan for the year or different quotes for each day?
HLP #17
Here is how we will evaluate this HLP assignment:
1. Provide three quotations that stuck out to you across each video assignment and then note
the video number on the bottom of where you found them. (example “Make sure to include
individual students needs in your feedback” 12:33) (3 Points)
- “Groups can be flexibly used to accommodate learning needs, promote in-depth
academic related interactions, and teach students to work collaboratively.” 2:11
- “We as educators should not take for granted that students know how to act and
function within groups of various sizes and structures.” 6:17
- “Groups of one to three students have been shown most effective for delivering
intensive instruction.” 11:12
2. Make at least one connection to personal experience, other texts you’ve read, other classes,
and/or to what you know about schools from each quotation. (3 points)
- Q1: Not only in the video but with professors throughout the COE, have reminded the
idea of how small groups can help all students get hands-on and learn together.
- Q2: Yes! I feel that some students weren’t trusted in my middle school classes, but they
really could. Instead, they had to work with the teacher, even if in other classes they had
free reign to be in groups with other students only.
- Q3: This reminds me of today with Dr. Pangan explaining a group of three is the best
amount, since four or more becomes a way for students to slack off.
3. Include three pieces that you do not want to forget that deal with characteristics,
adaptations, and strategies with the brain or certain disabilities or teaching overall. (3 Points)
- Remember there needs to be instruction provided to groups, or the groups will not
meet a teacher’s desired learning goals
- Leave clear directions for if groups finish early, like Ms. Bree Barns example of staying at
the station until the next rotation.
- Flexible groups can be made at macro and micro levels.
4. Questions/future learning on HLPs (1 point)
- Why are larger groups not as beneficial as groups of one to three?
HLP #14 [Link]
Here is how we will evaluate this HLP assignment:
1. Provide three quotations that stuck out to you across each video assignment and then note
the video number on the bottom of where you found them. (example “Make sure to include
individual students needs in your feedback” 12:33) (3 Points)
- “One helpful way to show students the components of a strategy is using a visual aid.”
9:09
- “Strategies help students become better problem solvers.” 3:19
- “It’s important to provide guided and independent opportunities for students to
practice using this strategy” 16:06 (The R.U. Asking Strategy)
2. Make at least one connection to personal experience, other texts you’ve read, other classes,
and/or to what you know about schools from each quotation. (3 points)
- Q1: Yes! Visual aids have always helped me so much with understanding concepts or
knowing what is coming for the day in class
- Q2: Helps me all the time. One example of this is to remember the order of the
compass: Never Eat Soggy Waffles. (North, East, South, West)
- Q3: This statement I feel can be used for any strategy given to students. Several times I
remember math teachers teaching us a strategy and then moving along with it ourselves
later on
3. Include three pieces that you do not want to forget that deal with characteristics,
adaptations, and strategies with the brain or certain disabilities or teaching overall. (3 Points)
- Cognitive strategies: address the approach to solving a problem or perform a task. While
metacognitive strategies: focus on student self-evaluation and the effectiveness of
strategy.
- Key principles to explicit instruction: clear language, modeling, guided practice,
providing feedback, and independent practice
- Solve It! Method: Read for understanding, paraphrase the problem, draw a picture,
make a plan to solve, estimate the answer, do the problem, check the answer
- R.U. Asking Strategy: Read the word problem aloud, Underline the choice made, Asking
yourself: “What 2nd best choice was given up?”
4. Questions/future learning on HLPs (1 point)
- Why is it recommended that teachers demonstrate for their students cognitive vs metacognitive
strategies? Is there a certain age?
HLP #12 [Link]
Here is how we will evaluate this HLP assignment:
1. Provide three quotations that stuck out to you across each video assignment and then note
the video number on the bottom of where you found them. (example “make sure to include
individual students needs in your feedback” 12:33) (3 Points)
- “Teachers typically move quickly from topic to topic in order to keep up with curriculum
pacing guides and prepare students for various assessments.” 1:54
- “Systematically designed instruction is effective for many students, not only those with
disabilities.” 3:38
- “Using manipulatives, graphic organizers, and other useful visual aids and tools,
students are supported in their organization of new information.” 11:00
2. Make at least one connection to personal experience, other texts you’ve read, other classes,
and/or to what you know about schools from each quotation. (3 points)
- Q1: I feel teachers always focus so much on trying to follow curriculum times and then it
all becomes stressful. I feel that educators need to find the balance between curriculum
catch-up and time to support students. (Could be helped with systematic instruction)
- Q2: I don’t have a personal connection but I feel many ed classes focus on developing
strategies for us education students to use with all students, not just special ed or not
special ed kids.
- Q3: This reminded me of the 16 squares diagram we are making in our ED318 which Dr.
Pangan is helping us come up with different strategies for us to do with subjects instead
of just note taking. Some of the ideas included diagrams, models, and other visual aid
tools like sketch notes
3. Include three pieces that you do not want to forget that deal with characteristics,
adaptations, and strategies with the brain or certain disabilities or teaching overall. (3 Points)
- Systematic instruction: Teachers establish learning goals for students all while making
sure to identify precise learning goals, determine what students need to know and to be
able to reach the goal, and allocate instruction time as appropriate to meet student
needs.
- ^ Systematic instruction is not applied in isolation. Systematic instruction is close with
explicit instruction
- Three components for systematic instruction: first set clear specific, challenging, and
measurable goals for students, secondly organize and sequence lessons logically so they
target broader goals, lastly support students in organizing new knowledge by providing
scaffolds and structures for learning
4. Questions/future learning on HLPs (1 point)
- Explicit instruction?
HLP #16 [Link]
Here is how we will evaluate this HLP assignment:
1. Provide three quotations that stuck out to you across each video assignment and then note
the video number on the bottom of where you found them. (example “make sure to include
individual students needs in your feedback” 12:33) (3 Points)
- “Teachers who use explicit instruction bring a laser-like focus on only selecting the most
critical student content students need to know, sequencing things logically, and
breaking complex skills and strategies into smaller instructional units.” 2:18
- “Students receive meaningful instruction at every step.” 3:32
- “From day to day, the role of modeling in the lesson may change.” 8:49
2. Make at least one connection to personal experience, other texts you’ve read, other classes,
and/or to what you know about schools from each quotation. (3 points)
- Q1: This reminded me of ED318 where Dr. Pangan asked us if we should focus on
starting a new subject and staying the whole class time last week or leaving early. She
acknowledges both the want to leave and also the want to finish it anyway.
- Q2: This reminds me of both ED199 and ED299 where constant instruction that was
meaningful to my learning helped motivate me to want to finish projects as soon as I
could.
- Q3: Constantly I would hear from my Early Childhood teacher that day-to-day can
always look different from what was originally lesson planned. I think was is something
that every educator should keep in mind always.
3. Include three pieces that you do not want to forget that deal with characteristics,
adaptations, and strategies with the brain or certain disabilities or teaching overall. (3 Points)
- Explicit instructions: a set of teacher behaviors. Is used to help teachers design and
deliver effective instruction for a range of students' needs
- One of the hallmarks of teachers (2:40ish): teachers provide lots of opportunities for
students to respond and keep instruction moving at a brisk pace
- I do, We do, You do instructional sequence: Teacher models aloud and provides
demonstration, then the teacher provides guided practice and feedback, lastly teachers
provide time for students to have independent practice
4. Questions/future learning on HLPs (1 point)
- What is determined to recognize when it’s best to change the role of modeling for the
lesson that day?
HLP #20 [Link]
Here is how we will evaluate this HLP assignment:
1. Provide three quotations that stuck out to you across each video assignment and then note
the video number on the bottom of where you found them. (example “Make sure to include
individual students needs in your feedback” 12:33) (3 Points)
- “All decisions about the type and extent of intensive instruction students receive is
typically made by a team of professionals referencing student performance data.” 3:02
- “There is a need for intensive intervention due to a large number of students who need
more than the standard remediation to succeed.” 5:08
- “Ok let’s try” “Ok let’s read together.” and “Ok blend it back together.” 8:22-10:06 (Ms.
Ozog video example)
2. Make at least one connection to personal experience, other texts you’ve read, other classes,
and/or to what you know about schools from each quotation. (3 points)
- Q1: This just reminds me of Section 504 and IEP plans that I’ve been focusing on in
ED492.
- Q2: I don’t have a personal connection to this one but I feel that it’s important that
educators know the importance of realizing many students need more than
standardized curriculums which also reminds me of the value and importance of IEP and
BIP plans I’ve read more about in ED492.
- Q3: This just reminds me of the constant encouragement that was mentioned in one of
the earlier HLPs. The idea of encouragement and the teacher starting with breaking
down terms to help build up the concepts was always something helpful in learning
words for me.
3. Include three pieces that you do not want to forget that deal with characteristics,
adaptations, and strategies with the brain or certain disabilities or teaching overall. (3 Points)
- Intensive instruction is a process educators use to identify and provide evidence-based
instruction. And can be used to reduce the size of instructional groups, and add
instructional time to target student’s deficits and behavioral supports
- “Students with intensive needs and those with disabilities need 10-30 times more
practice to master a skill compared to peers.” 3:17
- Data-based individualization: research-based process for individualizing and intensifying
interventions (Team process not a specific program)
4. Questions/future learning on HLPs (1 point)
- What are examples of more intensive interventions?
HLP #11 [Link]
Here is how we will evaluate this HLP assignment:
1. Provide three quotations that stuck out to you across each video assignment and then note
the video number on the bottom of where you found them. (example “Make sure to include
individual students needs in your feedback” 12:33) (3 Points)
- “[For applying] academic and behavior goal setting” [...] “teachers prioritize what is
most important for students to learn and access to benefit from the general education
curriculum.” 1:51
- “Educators will also use state standards and grade level benchmarks or expectations
that are necessary for student progress in general education curriculum to develop long-
term goals.” 3:46
- “Large, positive effects on achievement when teachers set specific and challenging goals
versus no learning goals.” 6:02
2. Make at least one connection to personal experience, other texts you’ve read, other classes,
and/or to what you know about schools from each quotation. (3 points)
- Q1: Once again, this reminds me of ED318 with Dr. Pangan where she asked if we should
focus on starting a new subject and staying the whole class time last week or leaving
early. To determine if it’s important enough to us for the day to explore.
- Q2: Reminds me of the documentary about the IPS school (I Promise School) that
Lebron James made for students in neighborhoods that haven’t given quality education
to students. They used state standards to help determine improvement in students from
fall to spring
- Q3: Continuous praise, as mentioned before is great. I feel that my time at Butler in the
COE program has demonstrated this a lot, and has helped motivate me to continue
classes.
3. Include three pieces that you do not want to forget that deal with characteristics,
adaptations, and strategies with the brain or certain disabilities or teaching overall. (3 Points)
- Long-term learning goals are required in IEP plans (usually called measurable annual
goals)
- After long-term learning goals have been established for a student, the teacher then
backtracks to develop the short-term learning goals week to week for the student
- Some students may have alternative testing/assessments and the IEP is REQUIRED to
have benchmarks and short-term goals with the changes for them. While the
benchmarks and goals help develop the rest of the IEP
4. Questions/future learning on HLPs (1 point)
- What is the difference between long-term and short-term learning goals? (Video
answers it: long-term is the focus of broader outcomes for educational practicum and
storm-term is the focus of targeted skills or foundational skills)
HLP #19 [Link]
Here is how we will evaluate this HLP assignment:
1. Provide three quotations that stuck out to you across each video assignment and then note
the video number on the bottom of where you found them. (example “Make sure to include
individual students needs in your feedback” 12:33) (3 Points)
- “The right technology solutions can alleviate barriers and learning environments.” 1:58
- Explanation of IDEA Section 300.105: “Each public agency must ensure that assistive
technology devices or services are made available to a child with disabilities if required
as a part of the student’s special education; related services; or supplementary aids and
services.” 4:06
- “Instructional technology (IT) is designed to facilitate successful teaching and learning
practices. Commonly used in general education subject areas, such as Math and
Literacy.” 6:02
2. Make at least one connection to personal experience, other texts you’ve read, other classes,
and/or to what you know about schools from each quotation. (3 points)
- Q1: This is heavily important! It reminds me back in ED199 where we got a bunch of
unknown accessible technology and had to figure out how it works.
- Q2: My personal connection with this quote is there was a student in my Elementary
school who was named Evan. He was my first experience with assertive technology
because he had both hearing aids, and also a communication device to help him
describe how he felt when we were younger.
- Q3: The iconic Smartboard is the first thing that comes to my mind when I think of
instructional technology. Such an amazing tool that can be used with general areas of
education like the HLP mentions. Love the Smartboard with my whole elementary
school heart.
3. Include three pieces that you do not want to forget that deal with characteristics,
adaptations, and strategies with the brain or certain disabilities or teaching overall. (3 Points)
- IDEA has a section called Section 300.5 that describes assistive technology (AT) since this
technology can be any kind of product factory-made or modified to improve the
function capabilities of a student with disabilities
- ^ Students and their families are involved with the decision-making and use of assistive
technology
- AT and IT are important for education with the students with disabilities since most of
their day is in general education. (LRE)
4. Questions/future learning on HLPs (1 point)
- What are pieces of technology that count as AT? (Video answers: pencil grippers to
communication devices)
- What are pieces of technology that could not count as AT?