HighLeverage Practices Integrating HighLeverage Practices in SchoolBased Contexts

High-Leverage Practices Integrating High-Leverage Practices in School-Based Contexts

Facilitator Introductions

Essential Components of the Nationally Aligned MTSS Framework Supported by District and School Infrastructure ed the d d a a i g r Geo nt of e n o p m o lc essentia cture. Infrastru

Essential Components of Georgia’s Tiered System of Supports for Students • Screening • Progress monitoring • Multilevel prevention system • Tier I: Primary Level (instruction/core curriculum) • Tier II: Secondary Level (intervention) • Tier III: Tertiary Level (intensive intervention) • Data-based decision making • Identify instructional needs for academics and/or behavior • Evaluate the effectiveness of core curriculum, instruction, interventions, and the framework • Determine movement within the multilevel system • Infrastructure

Georgia’s Multilevel Prevention System 3% to 5% of students Tier III: Tertiary Level of Prevention: Intensive Intervention SST 15% of students Students with disabilities, English learners, gifted 80% of students Tier II: Secondary Level of Prevention: Intervention Tier I: Primary Level of Prevention: Instruction/ Core Curriculum Students receive services at all levels, depending on need. SST: student support team.

The More You Know* Reflect on what you already know about the Multi-Tiered Support System (MTSS) process in your school and district. • What percentages are used to identify “tiers” for students? • Explain how data-based decision making occurs. *If you don’t already know, ask someone.

High-Leverage Practices High-leverage practices (HLPs) are identified as specific teacher practices that are likely to result in improved student outcomes.

The More You Know As you review the next slides, think about what you have already witnessed in your school. • How does collaboration occur? • How are students assessed academically and behaviorally? • How is instruction impacted by these practices? • If you have not witnessed much of this yet, you will. In the meantime, what do you do in your own classroom to encourage collaboration and assess student assets and needs? How do you accommodate? How is your instruction impacted?

HLP 7: Establish a Consistent, Organized, and Respectful Learning Environment To build and foster positive relationships, teachers should establish age -appropriate and culturally responsive expectations, routines, and procedures within their classrooms that are positively stated and explicitly taught and practiced across the school year.

What Do Teachers Need to Know? Teachers ideally need to know and do the following: • Know your students (who they are, where they come from, their hopes, their interests, their assets, their talents). • Know your students’ communities—become engaged in the community. • Learn to say students’ names correctly. • Have books and other materials in the classroom that reflects students’ backgrounds.

Teach Expectations • Teach two to five classrooms expectations that are linked to the values and cultures of children, teachers, and families. • Expectations should be positively stated and developmentally appropriate. • Expectations need to be consistently emphasized to prevent challenging behavior. • Teach, model, and reinforce expectations throughout the day. • Verbally acknowledge students when they demonstrate expectations.

Procedures • Explain classroom procedures clearly. • Rehearse classroom procedures until they become routines. • Reinforce a correct procedure and reteach an incorrect one.

Opportunities to Respond

Opportunities to Respond

HLP 9: Teach Social Behaviors Teachers should explicitly teach appropriate interpersonal skills, including communication, and self-management, aligning lessons with classroom and schoolwide expectations for student behavior.

What Is Social and Emotional Learning? Social and emotional learning is the process through which children and adults understand manage emotions, set and achieve positive goals, feel and show empathy for others, establish and maintain positive relationships, and make responsible decisions.

Social and Emotional Learning • Promote students’ self-awareness, selfmanagement, social-awareness, relationship, and responsible decision-making skills. • Improve student attitudes and beliefs about self, others, and school. • These, in turn, provide a foundation for better adjustment and academic performance as reflected in more positive social behaviors and peer relationships, fewer conduct problems, less emotional distress, and improved grades and test scores. Sources: Durlak, Weissberg, Dymnicki, Taylor, and Schellinger (2011); Greenberg et al. (2003).

The More You Know. . . • Review your class roster. • Think about the social and emotional needs of each student. • What do you already know about their diverse cultures and diverse social-emotional needs? • What do you still need to know? • How can you foster social and emotional growth in these students? • How will you assess that growth?

Turn and Talk • Work with a partner to recap HLPs 7 and 9. • Provide one example of how you used HLPs 7 and 9 in the classroom. • Share with the group.

HLP 16: Use Explicit Instruction Teachers use explicit instruction when students are learning new material and complex concepts and skills. They strategically choose examples, nonexamples, and language to facilitate student understanding, anticipate common misconceptions, highlight essential content, and remove distracting information.

Explicit Instruction Elements of explicit instruction: • • Logical sequence Targets students’ needs Models and explains Flexible cognitive strategy Opportunities to practice Corrective feedback Motivation

Logical Instructional Sequence Orients and Reviews Models and Explains Focused Practice With Feedback Wrap Up and Assess

Systematic, Explicit instruction Model for your student Explain Move from simple to complex

Turn and Talk • Work with a partner to recap HLP 16. • Provide one example of how you used HLP 16 in the classroom. • Share with the group.

HLPs 8 and 22: Provide Positive and Constructive Feedback to Guide Students’ Learning and Behavior Effective feedback must be strategically delivered and goal directed; feedback is most effective when the learner has a goal and ways to improve performance. Feedback may be verbal, nonverbal, or written and should be timely, contingent, genuine, meaningful, age appropriate, and at rates commensurate with the task and phase of learning.

Feedback is an essential part of education and training. It helps learners maximize their potential at different states of training, raise their awareness of strengths and areas for improvement, and identify action to be taken to improve performance.

Provide Positive and Constructive Feedback What is feedback? • Information on a person’s actual versus ideal performance (Wiggins, 1998, p. 46). • It is provided by an agent (e. g. , teacher, peer, book, parent, self, experience) (Hattie & Timperley, 2007, p. 81) • Takes on new forms of instruction (Hattie & Timperley, 2007, p. 81). • Has a dual implication: It is included in the instruction (academic) and social/emotional/behavioral high leverage practices domains.

Types of Feedback Associated With Effectiveness Most Effective Feedback Least Effective Feedback is goal directed. AFFIRM WHAT THEY DID WELL AND WHERE THEY ARE GOING Feedback is not directed toward the attainment of goals. Feedback provides information on the correct response. Feedback on the Task (FT) CORRECT AND DIRECT Feedback focuses on the incorrect response, increasing the likelihood that it will be remembered. Feedback is simple and age appropriate, rather than complex. Feedback on the Task (FT) AIM FOR AGE-APPROPRIATE FEEDBACK Feedback is too complex. Feedback builds on changes from previous trials—ways to improve. Feedback on the Process (FP)— more effective than FT POINT OUT THE PROCESS Feedback does not include strategies to achieve goals that will promote student commitment and deeper learning. Meaningful feedback is verbal, nonverbal, or written and goes beyond marks/scores/grades. Feedback on the Process (FP) Feedback focuses only on marks/scores/grades. Feedback is meaningful, positive, and timely (i. e. , immediate or delayed) based on the phase of learning (Mc. Leskey et al. 2017). Feedback on the Process (FP) AIM FOR MEANINGFUL, POSITIVE, AND TIMELY FEEDBACK Feedback is not timely. Praise, rather than meaningful feedback, directs attention away from the task to focus on self or the person, threatening selfesteem. Feedback About Self (FS) Feedback is the catalyst for helping learners create their own feedback and cognitive routines. Feedback About Self-Regulation (FR) ENCOURAGE SELF-REGULATION Students are not provided opportunities to self-assess and critique their own work. Source: Hattie and Timperley (2007).

How to Give Feedback • Select: One or two things that the student did very well. • Specific: Tell the strategy they used. • Set Goals: Give a next step. • Standard Based: The standards are always referenced.

The More You Know • How do you give feedback most often? Orally, written. . . ? Is it basic or explicit? • Think of three ways you could provide feedback in a different way.

Turn and Talk • Work with a partner to recap HLPs 8 and 22. • Provide one example of how you used HLPs 8 and 22 in the classroom. • Share with the group.

HLP 1: Collaborate With Professionals to Increase Student Success Collaboration with individuals or teams requires the use of effective collaboration behaviors to develop and adjust instructional or behavioral plans based on student data, plus the coordination of expectations, responsibilities, and resources to maximize student learning.

Coplanning Cycle Planning Reflecting Implementation Assessing

One Plans, One Assists Quick Definition Each coteacher brings a portion of the lesson, although one clearly has the main responsibility. The team works jointly on final planning. Notes Provides an opportunity for both teachers to contribute resources Benefits Concerns • Better instructional materials • Initial planning done separately may not mesh • Notice how lessons can be well. improved • It is critical that coteacher not remain in • Final planning done jointly assistant role. Source: Cayton, Grady, Preston, and Sinicrope (2016).

Team Planning Quick Definition Both teachers actively plan at the same time and in the same space with no clear distinction of who takes leadership. Notes At any given time, either teacher may take the lead in suggesting tasks, questions, flow of the lesson, and so on. Source: Cayton et al. (2016). Benefits Concerns • Resulting lesson plan may be • One coteacher may be less prepared to better than a plan done contribute than the other. independently by either teacher. • It requires a very high level of trust and • May be more efficient because communication. feedback and collaboration happen in real time.

Turn and Talk • Work with a partner to recap HLP 1. • Provide one example of how you used HLP 1 in the classroom. • Share with the group.

HLP 4: Use Multiple Sources of Information to Develop a Comprehensive Understanding of Student’s Strengths and Needs Use multiple sources of information to develop a comprehensive understanding of a student’s strengths and needs.

Questions to consider as you watch (2: 04– 3: 25): • How do these teachers approach student assessment data? • What conclusions do they draw during analysis? • How might they use this information to plan future instruction? • How does the video clip relate to student engagement?

Turn and Talk • Work with a partner to recap HLP 4. • Provide one example of how you used HLP 4 in the classroom. • Share with the group.

HLP 18: Use Strategies to Promote Active Student Engagement Teachers must initially build positive student–teacher relationships to foster engagement and motivate reluctant learners. They promote engagement by connecting learning to students’ lives and using a variety of teacher-led, peer-assisted, student-regulated, and technology-supported strategies that have been shown empirically to increase student engagement.

How Do Teachers Actively Engage? Teachers must build positive teacher– student relationships. Teachers should use a variety of strategies to ensure engagement in the lesson. Active Student Engagement Source: Kennedy, Peeples, Romig, Mathews, & Rodgers (2018). Teachers actively monitor for engagement and provide ongoing, specific feedback.

Teachers increase engagement when they have positive teacher–student relationships.

Active Engagement Teachers should use a variety of strategies to ensure engagement in lesson. Special Education HLP 16 Use flexible groups Use explicit instruction Special Education HLP 17 Special Education HLP 19 Use assistive and instructional technology

The More You Know • How do you plan for and encourage “active engagement”? • Think of what you have done recently and be prepared to discuss the lesson with your mentor or principal. • What went well? • What didn’t go well? • How will you adjust the plan next time to ensure that students are actively engaged?

Turn and Talk • Work with a partner to recap HLP 18. • Provide one example of how you used HLP 18 in the classroom. • Share with the group.

Key Resources • Georgia High-Leverage Practice Checklist • High-Leverage Practice and TAPS Alignment • High-Leverage Practices Crosswalk

Who Can Provide Assistance? • • Augusta University Graduate Programs and Endorsements Georgia Learning Resource System Central Savannah River Area Regional Educational Service Agency CEEDAR Center IRIS Center Georgia Teacher Academy for Preparation & Pedagogy Georgia Department of Education • Georgia’s Tiered System of Supports for Students • Teacher/Leaders Support and Development

References Cayton, Grady, Preston, & Sinicrope (2016). Durlak, J. A. , Weissberg, R. P. , Dymnicki, A. B. , Taylor, R. D. , & Schellinger, K. (2011). The impact of enhancing students’ social and emotional learning: A meta-analysis of school-based universal interventions. Child Development, 82, 405 -432. Greenberg, M. T. , Weissberg, R. P. , O’Brien, M. U. , Zins, J. E. , Fredericks, L. , Resnik, H. , & Elias, M. J. (2003). Enhancing school-based prevention and youth development through coordinated social, emotional, and academic learning. American Psychologist, 58(6– 7), 466– 474. Hattie & Timperley (2007).

References Kennedy, M. J. , Peeples, K. N. , Romig, J. E. , Mathews, H. M. , & Rodgers, W. J. (2018). High-leverage practice #12: Systematically designed instruction towards learning goals. Retrieved from https: //highleveragepractices. org/701 -2 -4 -3 -3/. Mc. Leskey et al. (2017). Wiggins (1998).

Authors The HLP Induction Professional Development Series was created by the following individuals: • • Wina Low, Karen Suddeth, and Karen Wyler, Georgia Department of Education Flavia Gordon-Gunter, Georgia Professional Standards Commission Lisa Hill, East Georgia Learning Resources System Jessica Simpson and Kristy Brown, Augusta University Stacy Arnold, Jefferson County Schools Michele Sherman, Columbia County Schools Meg Kamman and Amy Colpo, CEEDAR Center Melissa Driver, Da. Shaunda Patterson, Kate Zimmer, and Pam Wetherington, materials adapted from the Georgia’s High-Leverage Practices Webinar Series