High Leverage Practices in Special Education: Practices and Videos Directions and log template: In

High Leverage Practices in Special Education: Practices and Videos

Directions and log template:

In partnership with the Collaboration for Effective Educator Development, Accountability and Reform (CEEDAR), the Council for Exceptional Children has developed and published a set of High Leverage Practices (HLPs) for special educators and teacher candidates. The HLPs are organized around four aspects of practice:

· Collaboration

· Assessment

· Social/emotional/behavioral

· Instruction

See the introductory video at –

For your final field placement course, we will focus on instruction.

The HLP practices should be integrated in your lesson plans. The expectation is that you will be able to utilize these in your professional practice in the schools. When the faculty advisor comes to observe you in your school- they will be looking for evidence of these practices. There are 12 practices that you will be expected to use during your field placement course. You do NOT need to use all of these during each observation but you will keep a log of how and when you did use the practice.

For this assignment, you will keep a log of the practices that you have implemented in your teaching. This can be in daily instruction or in official observations. You will keep a log of the practice used and reflect upon it. You can add to the template as needed to include as much information as you choose to include (but at a minimum answer the questions in each box). Please make sure this assignment is typed and the attached template is used. The assignment will be uploaded to Canvas at the end of the course.

High Leverage Practices for Special Education Log

**The log will be kept for each time you use one of the high leverage practices. You may add additional rows if you use the practice in more than one way during the semester. Use the website and resources in Canvas to help understand each practice. The following must be used:

Specific Date or is it used every day

High Leverage Practice Used

How was the practice used? Give a brief description of how you used the practice. If it is used daily, please note that and explain how it is used daily.

Results (what was learned? What happened as a result? What changed? What needs to happen?, ect)

HLP 11: Identify and prioritize long- and short-term learning goals

 

HLP 12: Systematically design instruction toward a specific learning goal.
 

HLP 13: Adapt curriculum tasks and materials for specific learning goals.
 

HLP 14: Teach cognitive and metacognitive strategies to support learning and independence.
 

HLP 15: Provide scaffolded supports.
 

HLP 16: Use explicit instruction.
 

HLP 17: Use flexible grouping.
 

HLP 18: Use strategies to promote active student engagement.
 

HLP 19: Use assistive and instructional technologies.
 

HLP 20: Provide intensive instruction.
 

HLP 21: Teach students to maintain and generalize new learning across time and settings.
 

HLP 22: Provide positive and constructive feedback to guide students’ learning and behavior.

Use of High Leverage Practices in Special Education Checklist

Criteria

Feedback

Score

High leverage practices:

· Each practice was used consistently

· Date or dates were noted for each

/25

Discussion:

· How was the practice used?

· Each use of a strategy was described in detail

/50

Results:

· What was learned?

· What happened as a result?

· What changed?

· What needs to happen?

/25

TOTAL

/100

Share This Post

Email
WhatsApp
Facebook
Twitter
LinkedIn
Pinterest
Reddit

Order a Similar Paper and get 15% Discount on your First Order

Related Questions

 upload two lessons to the Canvas learning management system. Your goal is to create an interactive and engaging learning environment for students by

 upload two lessons to the Canvas learning management system. Your goal is to create an interactive and engaging learning environment for students by providing well-structured lessons with additional resources and opportunities for interaction and discussion.    Use the how-to document linked above and the foundational concepts you developed in the

All information is in attachments. Please follow closely.  5/20/24, 11:13 AM Page 1 of 3about:srcdoc Culturally Responsive Instruction – Rubric

All information is in attachments. Please follow closely.  5/20/24, 11:13 AM Page 1 of 3about:srcdoc Culturally Responsive Instruction – Rubric Total 255 points Criterion 1. Unsatisfactory 2. Less Than Satisfactory 3. Satisfactory 4. Good 5. Excellent Explanation of How You Will Integrate Culturally Responsive Instruction Into Your Teaching Practice An

please see atachment a) demonstrates proficiency in setting up an ethnographic research project; b) describes a strategic site for ethnographic

please see atachment a) demonstrates proficiency in setting up an ethnographic research project; b) describes a strategic site for ethnographic research; and c) conducts ethnographic research (via observation only) and presents some preliminary findings. Your paper should utilize sound critical thought, refer to course materials, and be written in APA-format

please see attachment This assignment addresses course learning objective 1 – Identify the various segments of the hospitality industry, along with

please see attachment This assignment addresses course learning objective 1 – Identify the various segments of the hospitality industry, along with institutional learning objectives related to information literacy. For this assignment, you will be preparing an annotated bibliography that lists four different academic sources from the Trefry online library. The

ASSIGNMENT Textbook: Stringer, E. T., & Aragón, O. A. (2020).  Action

ASSIGNMENT Textbook: Stringer, E. T., & Aragón, O. A. (2020).  Action research (5th ed.). SAGE Publications, Inc. ISBN: 9781544355948. Read chapters 3, 4, & 5 Look, Think, Act Essay Write a 2000- word essay addressing each of the following points/questions. Be sure to completely answer all the questions for each bullet point. Separate