Sharpening Instruction Through High Leverage Practices 1 Disclaimer

Sharpening Instruction Through High Leverage Practices 1

Disclaimer This content was produced under U. S. Department of Education, Office of Special Education Programs, Award No. H 325 A 120003. Bonnie Jones and David Guardino serve as the project officers. The views expressed herein do not necessarily represent the positions or polices of the U. S. Department of Education. No official endorsement by the U. S. Department of Education of any product, commodity, service, or enterprise mentioned in this website is intended or should be inferred. 2

Presenters ² Mary Brownell, Director, CEEDAR Center, University of Florida ² Paula Lancaster, Professor and Director of Teacher Education, Grand Valley State University, Michigan ² Sarah Drinkwater, Assistant Superintendent, Oregon Department of Education ² Deborah Ziegler, Director of Policy and Advocacy, Council for Exceptional Children 3

Overview 1. What are the HLPs and why are they important? 2. Why did CEEDAR and CEC undertake this effort? 3. HLP work currently underway in MI, OR, & SD. 4. Considerations for other states using HLPs. 5. Where will CEEDAR and CEC go next with this work? 4

What is an High Leverage Practice? ²A high leverage practice is an instructional practice that teachers use in classrooms to leverage student outcomes ²E. g. , Explicit instruction 5

Why HLPs? ²Teachers are not always as effective as they could be ²Teacher education curriculum is broad and not very deep

Why HLPs? (part 2) ²Talk about practices, do not prepare candidates to use practices. ²What practices candidates learn to use is left to chance

Different from other professions ²Where the expectation for performance is clear ²Lots of practice occurs to achieve that performance 8

CEC and CEEDAR Put a stake in the ground. We felt that if we were going to improve practice, we had to define those practices that were most fundamental to good teaching and providing students with disabilities FAPE 9

So we defined a set of HLPs that were ²Effective in improving student outcomes ²Used frequently by teachers ²Broadly applicable across content areas (e. g. , reading, math) ²Fundamental to effective teaching 10

And that. . . ²Novices could learn to use in their practice ²Could be taught during preparation program

They're here – 22 High-Leverage Practices (HLPs) for special educators! • What every special educator needs to know on Day 1! • 22 HLPs • Collaboration • Assessment • Social/emotional/behavioral • Instruction 12

HLP Work Currently Underway Michigan Oregon 13

HLP Work in Michigan ² Michigan Program Network – Teaching. Works, Central Michigan University, Eastern Michigan University, Grand Valley State University, Michigan Technological University, Oakland University, Spring Arbor University ² CEEDAR Teams – Grand Valley State University, Northern Michigan University, Siena Heights University, Western Michigan University, Michigan Department of Education ² Michigan Association of Colleges of Education (MACTE) – Representatives from all educator preparation programs and Michigan Department of Education

HLP Work in Michigan ² Michigan Program Network (Mi. PN) (2015 – present) – Teaching. Works (Uof. M), CME, EMU, GVSU, MTU, OU, SAU – Adopted HLPs (teachingworks. org) – Learning and practicing pedagogies for teaching HLPs – Developing curriculum & assessments

HLP Work in Michigan ²CEEDAR Teams – GVSU, NMU, SHU, WMU, MDE – Prioritizing specific HLPs for acrossprograms focus – Connecting with Mi. PN – Communicating with MDE

HLP Work in Michigan ²Michigan Association of Colleges of Education (MACTE) – Representatives from all educator preparation programs and Michigan Department of Education – Developing End of Program Competencies that include prioritized HLPs

In Michigan… ² We are seeing: – Widespread agreement on attention to practice – Increased awareness of HLPs (general and special education) ² We need: – Agreement on competent enactment – Targeted, deliberate shifts in teacher preparation – Focus on pedagogies of preparation

Uniquely Oregon Our CEEDAR Work: Administrative and Teacher Implementation and Practice Teams 19

Uniquely Oregon ²Joined CEEDAR 2015 Cohort ²Compact with IHEs: Portland State University, Western Oregon University, University of Oregon, Marylhurst University, George Fox University ²Created two state-wide Implementation and Practice Teams (teacher/admin)

Oregon’s Blueprint Goals ²Statewide alignment of critical preparation standards ²Continuous improvement to infuse education equity and High Leverage Practices (HLPs) ²Clustered clinical practice placements ²Expanded focus on education equity and special education 21

Admin License Redesign ²Focused leadership and clinical practice ²New courses for Preliminary Admin License (PSU-GF and COSA-UO) ²Pilot module development Summer 2017 ²Implement modules Fall 2017 – Behavior/Discipline(FAPE) and Network/Transition(LRE) 22

Teacher Implementation and Practice Team ²Connected program work to policy ²Co-created list of six HLPs for use in pre-service general and special education teacher preparation ²Conducted small/initial follow-up survey with IHE and LEA staff regarding the HLPs 23

Six HLPs ² Collaborate with ² Systematically professionals and design, implement families to increase and evaluate student success instruction ² Use explicit instruction ² Adapt curriculum tasks and materials ² Use positive and for specific learning constructive feedback goals to facilitate a consistent learning ² Analyze instruction environment and student progress 24

Importance of HLP Work in Oregon ²Created common language for all players ²Prepares teachers and administrators for inclusive schools ²Practices are universal and facilitate common language regardless of content, context or environment 25

Considerations and Learnings ²Understanding of the governance structures of partners (SEA, IHEs, teacher licensure, professional organizations) ²Knowledge of existing formal and informal relationships ²Knowledge of programs already in place, so that work can be leveraged and coordinated 26

Dissemination of HLPs ² CEC Webinar – Fall 2017 ² Publication – April 2017 ² Microsite on CEC’s Website – June 2017 ² TEACHING Exceptional Children Article – Summer 2017 27

Dissemination of HLPs ² Dissemination to External Partners and Organizations – Summer 2017 ² CEC Podcasts of HLPs – Fall 2017 ² Videos of HLPs – Fall 2017 -2018 ² HLPS for Inclusive Classroom Book – Co-published CEC/Routledge – Spring 2018 28

Discussion Questions ² How could identifying a set of core practices like the HLPs be helpful for improving the connections between educator preparation, induction, and professional development in your state? ² What challenges might you encounter in identifying HLPs and putting them into practice? ² How could you overcome those challenges? 29

References ² Mc. Leskey, J. , Barringer, M. , Billingsley, B. , Brownell, M. , Jackson, D. , Kennedy, M. , Lewis, T. , Maheady, L. , Rodriguez, J. , Scheeler, M. , Winn, J. , & Ziegler, D. (2017). High leverage practices in special education: The final report of the HLP Writing Team. Arlington, VA: CEC & CEEDAR Center. ² Mc. Leskey, J. & Brownell, M. (2015). High leverage practices and teacher preparation in special education (Document No. PR-1). Retrieved fromhttp: //ceedar. education. ufl. edu/wpcontent/uploads/2016/05/High-Leverage-Practices-and-Teacher. Preparation-in-Special-Education. pdf 30

Contact Information ²Mary Brownell, CEEDAR Center brownell@coe. ufl. edu ²Deb Ziegler, CEC debz@cec. sped. org 31