This matrix was created to assist California Teacher Preparation Programs in integrating High Leverage Practices (HLPs) into clinical practice. In 2017, the Council for Exceptional Children (CEC) in collaboration with the Collaboration for Effective Educator Development, Accountability, and Reform (CEEDAR) published the document “High Leverage Practices for Students with Disabilities.” As explained in this document, High Leverage Practices (HLPs) “can be used to leverage student learning across different content areas, grade levels, and student abilities and disabilities” (p. 9). These essential practices can be used as a foundation in teacher preparation to ensure teacher candidates are prepared with the instructional and collaborative skills needed to educate students with disabilities effectively (McLeskey, et.al., 2017).
The HLPs are matched to the California Teacher Performance Expectations (TPEs) 1-7 to help Educator Preparation Programs (EPPs) identify which HLPs can be used to demonstrate competence in specific TPEs. Additionally, resources and example activities that can be implemented during coursework and clinical practice to strengthen knowledge and ability in implementing HLPs are identified and linked.
Pillar HLP 1: Collaborate with Professionals to Increase Student Success
Collaboration with general educators, paraeducators, and support staff is necessary to support students’ learning toward measurable outcomes and to facilitate students’ social and emotional well-being across all school environments and instructional settings (e.g., co-taught). Collaboration requires the use of effective collaboration behaviors (e.g., sharing ideas, active listening, questioning, planning, problem solving, negotiating) to develop and adjust instructional or behavioral plans based on student data, and the coordination of expectations, responsibilities, and resources to maximize student learning.
U TPE 2.4
Know how to access resources to support students, including those who have experienced trauma, homelessness, foster care, incarceration, and/or are medically fragile.
U TPE 3.4
Individually and through consultation and collaboration with other educators and members of the larger school community, plan for effective subject matter instruction and use multiple means of representing, expressing, and engaging students to demonstrate their knowledge.
U TPE 4.6
Access resources for planning and instruction, including the expertise of community and school colleagues through in-person or virtual collaboration, co-teaching, coaching, and/or networking.
U TPE 5.6
Work with specialists to interpret assessment results from formative and summative assessments to distinguish between students whose first language is English, English learners, Standard English learners, and students with language or other disabilities.
** Elements for TPE 6 are associated with the HLP
U TPE 6.3
Establish professional learning goals and make progress to improve their practice by routinely engaging in communication and inquiry with colleagues.
U TPE 6.4
Demonstrate how and when to involve other adults and to communicate effectively with peers and colleagues, families, and members of the larger school community to support teacher and student learning.
Provide literacy instruction (and integrated content and literacy instruction) for all students that is active, motivating, and engaging; responsive to students’ age, language and literacy development, and literacy goals; reflective of family engagement, social and emotional learning, and trauma-informed practices; and based on students’ assessed learning strengths and needs, analysis of instructional materials and tasks, and identified academic standards.
MM 7.1 MM 7.2 ESN EX 7.1 ESN EX 7.2
Resources and Example Activities
HLP in Collaboration: Research brief
Collaboration and Consultation IRIS module
CADRE Webinar PPT: Using Trauma-Sensitive Strategies to Support Family Engagement and Effective Collaboration
Planning & co-planning
CEEDAR Innovation Configuration – Universal Design for Learning
Arraya Learning: Dyslexia and Multilingual/English Learners: Understanding Language and Literacy Considerations
Arraya Learning: Expanded Foundational Literacy Skills
California Collabortive for Learning Acceleration: online-courses/literacy
Disciplinary Literacy: Integrating Literacy Instruction Grades 6-12
Pillar HLP 3: Collaborate with Families to Support Student Learning and Secure Needed Services
Educators collaborate with families, support student learning, and secure needed services. Educators maintain high expectations to collaborate with families in support of individual children’s needs, goals, programs, and progress over time and to ensure that families are informed of and understand special education processes and their rights (e.g., evaluation, IEP meetings, procedural safeguards). Educators engage in reflexivity practices to address biases and meaningfully understand and maximize family priorities and relevant familial background information they wish to share such as linguistic practices, family culture, family structure, or familial educational experiences. Educators advocate for resources to help students meet instructional, behavioral, social, and transition goals. Educators effectively communicate with families to co-design home and community learning opportunities, advocate for their children, as well as students to become self-determined advocates in culturally-responsive inclusive ways.
U TPE 1.2
Maintain ongoing communication with students and families, including the use of technology to communicate with and support students and families, and to communicate achievement expectations and student progress.
U TPE 2.4
U TPE 3.4
U TPE 4.5
Promote student success by providing opportunities for students to understand and advocate for strategies that meet their individual learning needs and assist students with specific learning needs to successfully participate in transition plans (e.g., IEP, IFSP, ITP, and 504 plans.)
U TPE 4.6
U TPE 5.4
Use technology as appropriate to support assessment administration, conduct data analysis, and communicate learning outcomes to students and families.
U TPE 5.5
Use assessment information in a timely manner to assist students and families in understanding student progress in meeting learning goals.
U TPE 5.6
** Elements for TPE 6 are associated with the HLP
U TPE 6.7
Critically analyze how the context, structure, and history of public education in California affects and influences state, district, and school governance as well as state and local education finance.
U TPE 7.2
Plan and implement evidence-based literacy instruction (and integrated content and literacy instruction) grounded in an understanding of Universal Design for Learning; California’s Multi-Tiered System of Support (Tier 1–Best first instruction, Tier 2–Targeted, supplemental instruction, and Tier 3–Referrals for intensive intervention); and the California Dyslexia Guidelines, including the definition and characteristics of dyslexia and structured literacy (i.e., instruction for students at risk for and with dyslexia that is comprehensive, systematic, explicit, cumulative, and multimodal and that includes phonology, orthography, phonics, morphology, syntax, and semantics).
MM 7.1 MM 7.2 ESN EX 7.1 ESN EX 7.2
U TPE 7.3
Incorporate asset-based pedagogies, inclusive approaches, and culturally and linguistically affirming and sustaining practices in literacy instruction (and in integrated content and literacy instruction), recognizing and incorporating the diversity of students’ cultures, languages, dialects, and home communities. Promote students’ literacy development in languages other than English in multilingual (dual language and bilingual education) programs.
U TPE 7.10
Monitor students’ progress in literacy development using formative assessment practices, ongoing progress monitoring, and diagnostic techniques that inform instructional decision making. Understand how to use screening to determine students’ literacy profiles and identify potential reading and writing difficulties, including students’ risk for dyslexia and other literacy-related disabilities. Understand how to appropriately assess and interpret results for English learner students. If indicated, collaborate with families and guardians as well as with teachers, specialists, other professionals, and administrators from the school or district to facilitate comprehensive assessment for disabilities in English and as appropriate in the home language; plan and provide supplemental instruction in inclusive settings; and initiate referrals for students who need more intensive support.
Resources and Example Activities
A Quick Reference Guide to English Orthography
Resource List for Guided and Independent Practice in Word Recognition
Arraya Learning: Introduction to Dyslexia and Literacy
Arraya Learning: Screening and Assessment of Literacy Skills and Dyslexia
Arraya Learning: Reading Brain and Dyslexia
Asset Based Instruction in Action
Culturally Responsive Literacy Instruction
Arraya Learning: Dyslexia and Multilingual/English Learners: Understanding Language and Literacy Considerations
A comprehensive Guide to Literacy Assessment
Arraya Learning: UC|CSU Collaborative Fall 2025 Webinar Series Building Literacy from the Start
How Families can Partner with Schools on Literacy Development
CEEDAR Innovation Configuration: Assessment Practices Within a Multi-tiered System of Support
Embedded HLP 2: Organize and Facilitate Effective Meetings with Professionals and Families
Educators lead and participate in a range of meetings (e.g., meetings with families, individualized education program [IEP] teams, individualized family services plan [IFSP] teams, instructional planning) with the purpose of identifying clear, measurable student outcomes and developing behavioral plans using culturally inclusive pedagogies and practices that support these outcomes. They develop a meeting agenda, allocate time to meet the goals of the agenda, and lead in ways that encourage consensus building through positive verbal and nonverbal communication, encouraging the sharing of multiple perspectives, demonstrating active listening, and soliciting feedback.
U TPE 1.2
U TPE 4.5
U TPE 4.6
U TPE 4.5
Promote student success by providing opportunities for students to understand and advocate for strategies that meet their individual learning needs and assist students with specific learning needs to successfully participate in transition plans (e.g., IEP, IFSP, ITP, and 504 plans.)
U TPE 4.6
U TPE 7.3
Resources and Example Activities
CADRE Webinar: Inclusive Listening: Building Understanding, Supporting Collaboration
IRIS | Evidence-Based Practices (Part 3): Evaluating Learner Outcomes and Fidelity
Arraya Learning: Dyslexia and Multilingual/English Learners: Understanding Language and Literacy Considerations
Arraya Learning: Expanded Foundational Literacy Skills
Asset Based Instruction in Action
Pillar HLP 6: Use student assessment data, analyze instructional practices, and make necessary adjustments that improve student outcomes
Effective educators use all data available to create instructional goals and plans. After instructional goals are developed, educators evaluate and make ongoing adjustments to students’ instructional programs. Once instruction and other supports are designed and implemented, successful educators have the skill to manage and engage in ongoing data collection using curriculum-based measures, informal classroom assessments, observations of student academic performance and behavior, self-assessment of classroom instruction, and discussions with key invested partners (i.e., students, families, other professionals). Educators study their practice to improve student learning, validate reasoned hypotheses about salient instructional features, and enhance instructional decisions. Effective educators retain, reuse, and extend culturally inclusive practices that improve student outcomes and adjust or discard those that do not.
U TPE 1.8
Monitor student learning and adjust instruction while teaching so that students continue to be actively engaged in learning.
U TPE 3.2
Use knowledge about students and learning goals to organize the curriculum to facilitate student understanding of subject matter, and make accommodations and/or modifications as needed to promote student access to the curriculum.
U TPE 4.3
Design and implement instruction and assessment that reflects the interconnectedness of academic content areas and related student skills development in literacy, mathematics, science, and other disciplines across the curriculum, as applicable to the subject area of instruction.
U TPE 5.1
Apply knowledge of the purposes, characteristics, and appropriate uses of different types of assessments (e.g., diagnostic, informal, formal, progress-monitoring, formative, summative, and performance) to design and administer classroom assessments, including use of scoring rubrics.
U TPE 5.2
Collect and analyze assessment data from multiple measures and sources to plan and modify instruction and document students’ learning over time.
U TPE 5.4
U TPE 5.5
U TPE 5.7
Interpret English learners’ assessment data to identify their level of academic proficiency in English as well as in their primary language, as applicable, and use this information in planning instruction.
U TPE 5.8
Use assessment data, including information from students’ IEP, IFSP, ITP, and 504 plans, to establish learning goals and to plan, differentiate, make accommodations and/or modify instruction.
U TPE 7.4
U TPE 7.10
Resources and Example Activities
National Center on Intensive Intervention – What is DBI
CCIL Got a Minute Resources: Inclusive Literacy by Design, Lesson Design, Co-Teaching
Arraya Learning: Dyslexia and Multilingual/English Learners: Understanding Language and Literacy Considerations
Arraya Learning: Expanded Foundational Literacy Skills
California Collabortive for Learning Acceleration: online-courses/literacy
Disciplinary Literacy: Integrating Literacy Instruction Grades 6-12
Connecting Literacy and Content
A comprehensive Guide to Literacy Assessment
Arraya Learning: UC|CSU Collaborative Fall 2025 Webinar Series Building Literacy from the start
How Families can Partner with Schools on Literacy Development
Arraya Learning: Screening and Assessment of Literacy Skills
CEEDAR Innovation Configuration: Assessment Practices Within a Multi-tiered System of Support
Linking Assessment and Instruction Innovation Configuration
Arraya Learning: Introduction to Dyslexia and Literacy
A Quick Reference Guide to English Orthography
Resource List for Guided and Independent Practice in Word Recognition
Embedded HLP 4: Use Multiple Sources of Information to Develop a Comprehensive Understanding of a Student’s Strengths and Needs
To develop a deep understanding of a student’s learning needs, educators compile a comprehensive learner profile using a variety of assessment measures and other sources (e.g., information from students, parents, general and special educators, other partners) that are sensitive to intersectional backgrounds, experiences, and needs, to (a) analyze and describe students’ strengths and needs, and (b) analyze the school-based learning environments to determine potential supports and barriers to students’ academic progress. Educators collect, aggregate, and interpret data from multiple sources (e.g., informal and formal observations, work samples, curriculum-based measures, functional behavioral assessment [FBA], school files, analysis of curriculum, information from families). This information is used to create an individualized profile of the student’s strengths and needs that reflects the whole child while considering sociocultural or intersectional context.
U TPE 4.1
Locate and apply information about students’ current academic status, content- and standards-related learning needs and goals, assessment data, language proficiency status, and cultural background for both short-term and long-term instructional planning purposes.
U TPE 5.1
U TPE 5.4
U TPE 5.6
U TPE 5.7
U TPE 7.1
Plan and implement evidence-based literacy instruction (and integrated content and literacy instruction) grounded in an understanding of applicable literacy-related academic standards and the themes of the California English Language Arts/English Language Development Framework (Foundational Skills, Meaning Making, Language Development,Effective Expression, and Content Knowledge) and their integration.
U TPE 7.3
U TPE 7.10
Resources and Example Activities
Linking Assessment and Instruction Innovation Configuration
Academic Progress Monitoring Tools Chart
Behavior Progress Monitoring Tools Chart
Monitoring Student Progress toward meeting IEP goals. IRIS Information Brief
Arraya Learning: Introduction to Dyslexia and Literacy
Arraya Learning: Screening and Assessment of Literacy Skills and Dyslexia
Arraya Learning: Dyslexia and Multilingual/English Learners: Understanding Language and Literacy Considerations
Arraya Learning: Expanded Foundational Literacy Skills
IRIS | Content Standards: Connecting Standards-Based Curriculum to Instructional Planning
Evidence based Literacy Instruction
Connecting Literacy and Content
Secondary Reading Instruction (Part 1): Teaching Vocabulary and Comprehension in the Content Areas
Asset Based Instruction in Action
Culturally Responsive Literacy Instruction
How to Support Dual Language Learners
A comprehensive Guide to Literacy Assessment
Arraya Learning: UC|CSU Collaborative Fall 2025 Webinar Series Building Literacy from the Start
How Families can Partner with Schools on Literacy Development
CEEDAR Innovation Configuration: Assessment Practices Within a Multi-tiered System of Support
A Quick Reference Guide to English Orthography
Resource List for Guided and Independent Practice in Word Recognition
Embedded HLP 5: Interpret and communicate assessment information with stakeholders to collaboratively design and implement educational programs
Educators interpret assessment information for different partners (e.g., other professionals, families/caregivers, students) and involve them in the assessment, goal development, and goal implementation process. Educators must understand each assessment’s purpose, help key partners understand how bias may influence interpretation of data generated, and use data to collaboratively develop and implement individualized and culturally inclusive education and transition plans that include goals that are standards-based, include appropriate accommodations, modifications, and fair grading practices that are aligned with students’ intersectional needs.
U TPE 3.2
U TPE 3.4
U TPE 4.6
U TPE 5.2
U TPE 5.4
U TPE 5.5
U TPE 5.6
U TPE 5.7
U TPE 5.8
U TPE 7.1
MM 7.1 MM 7.2 ESN EX 7.1 ESN EX 7.2
U TPE 7.3
MM 7.3 MM 7.4 ESN EX 7.3 ESN EX 7.4
U TPE 7.10
U TPE 7.11
Provide instruction in English language development (ELD) for students identified as English learner students based on an understanding of comprehensive ELD, which includes both integrated and designated ELD and is part of Tier 1 instruction. Understand how integrated and designated ELD are related and how designated ELD is taught in connection with (rather than isolated from) content areas and topics. Use ELA/literacy standards (or other content standards) and ELD standards in tandem to plan instruction that attends to students’ literacy profiles, levels of English language proficiency, and prior educational experiences. Provide ELD instruction that builds on students’ cultural and linguistic assets and develops students’ abilities to use English purposefully, interact in meaningful ways, and understand how English works across the disciplines.
Resources and Example Activities
CEEDAR Innovation Configuration: Assessment Practices Within a Multi-tiered System of Support
Standards for Educational and Psychological Testing
Linking Assessment and Instruction Innovation Configuration
Arraya Learning: Introduction to Dyslexia and Literacy
Arraya Learning: Screening and Assessment of Literacy Skills and Dyslexia
Arraya Learning: Dyslexic and Multilingual/English Learners: Understanding Language and Literacy Considerations
Arraya Learning: Expanded Foundational Literacy Skills
IRIS | Content Standards: Connecting Standards-Based Curriculum to Instructional Planning
Evidence based Literacy Instruction
Connecting Literacy and Content
Secondary Reading Instruction (Part 1): Teaching Vocabulary and Comprehension in the Content Areas
Asset Based Instruction in Action
Culturally Responsive Literacy Instruction
How to Support Dual Language Learners
A comprehensive Guide to Literacy Assessment
Arraya Learning: UC|CSU Collaborative Fall 2025 Webinar Series Building Literacy from the Start
How Families can Partner with Schools on Literacy Development
A Quick Reference Guide to English Orthography
Resource List for Guided and Independent Practice in Word Recognition
Embedded HLP 11: Identify and prioritize long- and short-term learning goals
Educators prioritize what is most important for students to learn by providing meaningful access to and success in the general education and other contextually relevant curricula. Educators use grade-level standards, assessment data and learning progressions, students’ prior knowledge, and IEP goals and benchmarks to make decisions about what is most crucial to emphasize, and develop long- and short-term goals accordingly. They understand essential curriculum components, identify essential prerequisites and foundations, and assess student performance in relation to these components.
U TPE 3.1
Demonstrate knowledge of subject matter, including the adopted California State Standards and curriculum frameworks.
U TPE 3.3
Plan, design, implement, and monitor instruction consistent with current subject-specific pedagogy in the content area(s) of instruction, and design and implement disciplinary and cross-disciplinary learning sequences, including integrating the visual and performing arts as applicable to the discipline.
U TPE 4.1
U TPE 4.3
U TPE 4.5
U TPE 5.8
** Elements for TPE 6 are associated with the HLP
U TPE 6.1
Reflect on their own teaching practice and level of subject matter and pedagogical knowledge to plan and implement instruction that can improve student learning.
U TPE 7.1
MM 7.1 MM 7.4 ESN EX 7.1 ESN EX 7.4
U TPE 7.4
U TPE 7.10
U TPE 7.11
Resources and Example Activities
Monitoring Student Progress toward meeting IEP goals. IRIS Information Brief
CCIL: Assessment, Goal Setting, Literacy Across the Disciplines, CoTeaching
IRIS | Secondary Transition: Student-Centered Transition Planning
Arraya Learning: Dyslexia and Multilingual/English Learners: Understanding Language and Literacy Considerations
Arraya Learning: Expanded Foundational Literacy Skills
IRIS | Content Standards: Connecting Standards-Based Curriculum to Instructional Planning
Evidence based Literacy Instruction
Connecting Literacy and Content
Secondary Reading Instruction (Part 1): Teaching Vocabulary and Comprehension in the Content Areas
California Collabortive for Learning Acceleration: online-courses/literacy
Disciplinary Literacy: Integrating Literacy Instruction Grades 6-12
A comprehensive Guide to Literacy Assessment
Arraya Learning: UC|CSU Collaborative Fall 2025 Webinar Series Building Literacy from the Start
How Families can Partner with Schools on Literacy Development
CEEDAR Innovation Configuration: Assessment Practices Within a Multi-tiered System of Support
Linking Assessment and Instruction Innovation Configuration
Arraya Learning: Introduction to Dyslexia and Literacy
Arraya Learning: Screening and Assessment of Literacy Skills and Dyslexia
A Quick Reference Guide to English Orthography
Resource List for Guided and Independent Practice in Word Recognition
Pillar HLP 7: Establish a consistent, organized, and respectful learning environment
To build and foster positive relationships with students, educators should establish age appropriate and culturally aware expectations, routines, and procedures within their classrooms that are positively stated and explicitly taught and practiced across the school year. When students demonstrate mastery and follow established rules and routines, educators should provide age-appropriate positive specific feedback in meaningful and caring ways. By establishing, following, and reinforcing expectations for all students within the classroom, educators will reduce the potential for challenging behavior and increase student engagement. When establishing responsive learning environments, educators should build mutually respectful relationships with students by demonstrating respect, cultural awareness, and accepting and valuing diverse learners.
U TPE 1.1
Apply knowledge of students, including their prior experiences, interests, and social-emotional learning needs, as well as their funds of knowledge and cultural, language, and socioeconomic backgrounds, to engage them in learning.
U TPE 1.6
Provide a supportive learning environment for students’ first and/or second language acquisition by using research-based instructional approaches, including focused English Language Development, Specially Designed Academic Instruction in English (SDAIE), scaffolding across content areas, and structured English immersion, and demonstrate an understanding of the difference among students whose only instructional need is to acquire Standard English proficiency, students who may have an identified disability affecting their ability to acquire Standard English proficiency, and students who may have both a need to acquire Standard English proficiency and an identified disability.
MM 1.2 MM 1.3 ESN EX 1.7 ESN EX 1.8
U TPE 2.1
Promote students’ social-emotional growth, development, and individual responsibility using positive interventions and supports, restorative justice, and conflict resolution practices to foster a caring community where each student is treated fairly and respectfully by adults and peers.
U TPE 2.2
Create learning environments (i.e., traditional, blended, and online) that promote productive student learning, encourage positive interactions among students, reflect diversity and multiple perspectives, and are culturally responsive.
U TPE 2.3
Establish, maintain, and monitor inclusive learning environments that are physically, mentally, intellectually, and emotionally healthy and safe to enable all students to learn, and recognize and appropriately address instances of intolerance and harassment among students, such as bullying, racism, and sexism.
U TPE 2.5
Maintain high expectations for learning with appropriate support for the full range of students in the classroom.
U TPE 4.2
Understand and apply knowledge of the range and characteristics of typical and atypical child development from birth through adolescence to help inform instructional planning and learning experiences for all students.
** Elements for TPE 6 are associated with the HLP
U TPE 6.5
Demonstrate professional responsibility for all aspects of student learning and classroom management, including responsibility for the learning outcomes of all students, along with appropriate concerns and policies regarding the privacy, health, and safety of students and families. Beginning teachers conduct themselves with integrity and model ethical conduct for themselves and others.
U TPE 6.6
Understand and enact professional roles and responsibilities as mandated reporters and comply with all laws concerning professional responsibilities, professional conduct, and moral fitness, including the responsible use of social media and other digital platforms and tools.
U TPE 7.3
U TPE 7.7
Language Development. Promote students’ oral and written language development by attending to vocabulary knowledge and use, grammatical structures (e.g., syntax), and discourse-level understandings as students read, listen, speak, and write with comprehension and effective expression. Create environments that foster students’ oral and written language development, including discipline-specific academic language.
Enhance language development by engaging students in the creation of diverse print, oral, digital, and multimedia texts. Conduct instruction that leverages students’ existing linguistic repertoires, including home languages and dialects, and that accepts and encourages translanguaging.
Resources and Example Activities
Collaborative for Academic, Social, and Emotional Learning (CASEL)
SEL Program Guide: Choosing an SEL Program
SEL Resources for Teachers: Harvard Graduate School of Education
CEEDAR Center Classroom and Behavior Management Course Enhancement Module
Equity-Focused PBIS Approach for Increasing Racial Equity in School Discipline (CEC free webinar)
Arraya Learning: Dyslexia and Multilingual/English Learners: Understanding Language and Literacy Considerations
Arraya Learning: Expanded Foundational Literacy Skills
Asset Based Instruction in Action
Culturally Responsive Literacy Instruction
How to Support Dual Language Learners
Early Childhood and Dyslexia: Language and Literacy Development in Young Children
Oral Language: the Foundation for Reading and Writing
Pillar HLP 16: Use explicit instruction
Educators use explicit instruction to make learning new content, skills, and strategies accessible to students. When using explicit instruction, educators explain concepts by highlighting essential content, anticipating common misconceptions, and strategically choosing examples, non-examples, and language to facilitate understanding. They model and scaffold processes to enhance student understanding, readiness to apply skills, and completion of tasks. Educators provide students opportunities for supported and independent practice with feedback to learn, maintain, and generalize newly learned knowledge and skills to other relevant settings and situations. They choose when to model and scaffold steps or processes so that students can understand content and concepts, apply skills, and complete tasks.
U TPE 1.4
Use a variety of developmentally and ability-appropriate instructional strategies, resources, and assistive technology, including principles of Universal Design of Learning (UDL) and Multi-Tiered System of Supports (MTSS) to support access to the curriculum for a wide range of learners within the general education classroom and environment.
U TPE 1.5
Promote students’ critical and creative thinking and analysis through activities that provide opportunities for inquiry, problem solving, responding to and framing meaningful questions, and reflection.
U TPE 7.2
U TPE 7.4
U TPE 7.5
Foundational Skills.Develop students’ skills in print concepts, including letters of the alphabet; phonological awareness, including phonemic awareness; phonics, spelling, and word recognition, including letter-sound, spelling-sound, and sound-symbol correspondences; decoding and encoding; morphological awareness; and text reading
fluency, including accuracy, prosody (expression), and rate (as an indicator of automaticity), through instruction that is structured and organized as well as direct, systematic, and explicit and that includes practice in connected, decodable text. Provide instruction in text reading fluency that emphasizes spelling and syllable patterns, semantics, morphology, and syntax. Advance students’ progress in the elements of foundational skills, language, and cognitive skills that support them as they read and write increasingly complex disciplinary texts with comprehension and effective expression.
U TPE 7.6
Meaning Making. Engage students in meaning making by building on prior knowledge and using complex literary and informational texts (print, digital, and oral), questioning, and discussion to develop students’ literal and inferential comprehension, including the higher-order cognitive skills of reasoning, perspective taking, and critical reading, writing, listening, and speaking across the disciplines. Engage students in reading, listening, speaking, writing, and viewing closely to draw evidence from texts, ask and answer questions, and support analysis, reflection, and research.
U TPE 7.7
Language Development. Promote students’ oral and written language development by attending to vocabulary knowledge and use, grammatical structures (e.g., syntax), and discourse-level understandings as students read, listen, speak, and write with comprehension and effective expression. Create environments that foster students’ oral and written language development, including discipline-specific academic language.
Enhance language development by engaging students in the creation of diverse print, oral, digital, and multimedia texts. Conduct instruction that leverages students’ existing linguistic repertoires, including home languages and dialects, and that accepts and encourages translanguaging.
U TPE 7.8
Effective Expression. Develop students’ effective expression as they write, discuss, present, and use language conventions. Engage students in a range of frequent formal and informal collaborative discussions, including extended conversations, and writing for varied purposes, audiences, and contexts. Teach students to plan, develop, provide feedback to peers, revise using peer and teacher feedback, edit, and produce their own writing and oral presentations in various genres, drawing on the modes of opinion/ argumentation, information, and narration. Develop students’ use of keyboarding, technology, and multimedia, as appropriate, and fluency in spelling, handwriting, and other language conventions to support writing and presentations. Teach young children letter formation/printing and related language conventions, such as capitalization and punctuation, in conjunction with applicable decoding skills.
U TPE 7.9
Content Knowledge. Promote students’ content knowledge by engaging students in literacy instruction, in all pertinent content areas, that integrates reading, writing, listening, and speaking in discipline-specific ways, including through printed and digital texts and multimedia, discussions, experimentation, hands-on explorations, and wide and independent reading. Teach students to navigate increasingly complex literary and informational texts relevant to the discipline, research questions of interest, and convey knowledge in a variety of ways. Promote digital literacy and the use of educational technology, including the ability to find, evaluate, use, share, analyze, create, and communicate digital resources safely and responsibly, and foster digital citizenship.
U TPE 7.11
Resources and Example Activities
CEEDAR HLP 16 Micro-teaching w/explicit instruction Microteaching PLO | CEEDAR
CEEDAR HLP 16 Practice-Based Learning Opportunity: Structured Video Analysis Structured Video Analysis PLO | CEEDAR
Explicit instruction IRIS | High-Quality Mathematics Instruction: What Teachers Should Know
Explicit Instruction Video Presentations
Effective and Efficient Teaching
Instructional Routine for Irregular or High Frequency Words
Instructional Routines for Building Word Recognition
Reading League- Resources for Structured Literacy
Supporting Students with Disabilities: CCLA Literacy and Language Development
CEEDAR Innovation Configuration: Assessment Practices Within a Multi -tiered System of Support Structured Literacy Instruction
Arraya Learning: Dyslexia and Multilingual/English Learners: Understanding Language and Literacy Considerations
Arraya Learning: Expanded Foundational Literacy Skills
California Collabortive for Learning Acceleration: online-courses/literacy
Disciplinary Literacy: Integrating Literacy Instruction Grades 6-12
Connecting LIteracy and Content
Arraya Learning: Introduction to Dyslexia and Literacy
Arraya Learning: Screening and Assessment of Literacy Skills and Dyslexia
Arraya Learning: The Reading Brain & Dyslexia
Arraya Core Components of Reading Series: Introduction; Oral Language; Phonological Awareness; Decoding; Fluency; Vocabulary; Reading Comprehension; Spelling
Structured Literacy Instruction; The Basic Fluency: Instructional Guidelines and Student Activities
Meaning Making: Universal Design for Inclusive Literacy
Supporting Student’s Meaning Making in Reading Instruction Meaning Making Guide
Iris Center RTI part 3: Reading Comprehension
Arraya Learning: Reading Comprehension
Grappling with Complex Informational Text
Early Childhood and Dyslexia: Language and Literacy Development in Young Children
Oral Language: the Foundation for Reading and Writing
What is Language Structure and How Do I Teach It?
A Guide to Translanguaging in the Classroom
Arraya Learning: Expanded Foundational Literacy Skills
California Collaboraive for Learning Acceleration: online-courses/literacy
Disciplinary Literacy: Integrating Literacy Instruction Grades 6-12
Embedded HLP 9: Teach social behaviors
Teachers should explicitly teach appropriate social (how to interact with others), emotional (how to regulate and express thoughts and emotions), and behavioral (how to manage myself) skills and behaviors. Skills should ideally be aligned with classroom and school-wide expectations. Similar to explicit instruction in academic skills, social, emotional, and behavior skills are taught through a tell (when to use the skills), show (provide examples and non-examples of the skill under specific social contexts), and practice (students engage in role plays) format. As highlighted throughout the HLPs, cultural inclusive pedagogies and practices (CIPP) is especially key when teaching social, emotional, and behavioral skills as students often learn these skills under different contexts. Students who master key social behaviors are ready to function within organized, consistent, and responsive learning environments.
U TPE 2.1
U TPE 2.3
U TPE 2.6
Establish and maintain clear expectations for positive classroom behavior and for student-to-student and student-to-teacher interactions by communicating classroom routines, procedures, and norms to students and families.
U TPE 7.3
Resources and Example Activities
AFIRM module: Social Skills Training
EBP Brief on SST (contains embedded checklists)
Behavior Strategies to Support Intensifying Interventions (Antecedent Modification, Self-Management, Reinforcement)
Arraya Learning: Dyslexia and Multilingual/English Learners: Understanding Language and Literacy Considerations
Arraya Learning: Expanded Foundational Literacy Skills
Arraya webinar: The Science of Self-Regulation: Understanding Development and Supporting Growth
Asset Based Instruction in Action
Embedded HLP 14: Teach cognitive and metacognitive strategies to support learning and independence
Teaching cognitive and metacognitive strategies promotes learner self-regulation and independence. Explicit instruction in cognitive and metacognitive strategies begins with the recognition of challenging learning tasks that require a strategic approach and moves to systematic instruction, multiple opportunities for student practice with feedback, and guidance related to using the strategy effectively in multiple settings and situations. Teaching and learning cognitive and metacognitive strategies involve not only understanding content but also using cognitive processes to solve problems, regulate attention, organize thoughts and materials, and monitor one’s own thinking. Cognitive and metacognitive strategy instruction is delivered in stand-alone lessons or integrated into lessons on academic content through modeling and explicit instruction. Students learn to monitor and evaluate their performance in relation to specific goals and make necessary adjustments to improve learning
U TPE 1.5
U TPE 4.5
U TPE 5.3
Involve all students in self-assessment and reflection on their learning goals and progress and provide students with opportunities to revise or reframe their work based on assessment feedback.
U TPE 7.6
U TPE 7.8
U TPE 7.9
Resources and Example Activities
HLP #14 Guide for Implementation
SRSD: Using Learning Strategies to Enhance Student Learning
Cognitive Strategy Instruction
Informal Metacognition Strategy
Arraya Learning: Dyslexia and Multilingual/English Learners: Understanding Language and Literacy Considerations
Arraya Learning: Expanded Foundational Literacy Skills
Meaning Making: Universal Design for Inclusive Literacy
Supporting Student’s Meaning Making in Reading Instruction
Iris Center RTI part 3: Reading Comprehension
Arraya Learning: Reading Comprehension
Grappling with Complex Informational Text
Early Childhood and Dyslexia: Language and Literacy Development in Young Children
California Collabortive for Learning Acceleration: online-courses/literacy
Disciplinary Literacy: Integrating Literacy Instruction Grades 6-12
Embedded HLP 21: Teach students to maintain and generalize new learning across time and settings
When students with disabilities learn new information or skills but are unable to apply them to novel situations or settings, the utility of that instruction must be called into question. Educators and IEP teams carefully consider the various times, places, and situations in which students’ skills and knowledge might be needed and providing explicit instruction and other opportunities to practice in those situations. Educators use feedback within authentic learning settings to help students develop capacity to generalize their learning and skills.
U TPE 1.3
Connect subject matter to real-life contexts and provide active learning experiences to engage student interest, support student motivation, and allow students to extend their learning.
MM 1.5 MM 1.6 ESN EX 1.10 ESN EX 1.11
U TPE 1.7
Provide students with opportunities to access the curriculum by incorporating the visual and performing arts, as appropriate to the content and context of learning.
U TPE 7.4
U TPE 7.5
U TPE 7.6
U TPE 7.8
U TPE 7.9
Resources and Example Activities
Types and Strategies to Promote Generalization
Resources for Motivating Students from the Vanderbilt Center
Arraya Learning: Dyslexia and Multilingual/English Learners: Understanding Language and Literacy Considerations
Arraya Learning: Expanded Foundational Literacy Skills
California Collaborative for Learning Acceleration: online-courses/literacy
Disciplinary Literacy: Integrating Literacy Instruction Grades 6-12
Connecting LIteracy and Content
Arraya Learning: Introduction to Dyslexia and Literacy
Arraya Learning: Screening and Assessment of Literacy Skills and Dyslexia
Arraya Learning: The Reading Brain & Dyslexia
Arraya Core Components of Reading Series: Introduction; Oral Language; Phonological Awareness; Decoding; Fluency; Vocabulary; Reading Comprehension; Spelling
Structured Literacy Instruction; The Basics Fluency: Instructional Guidelines and Student Activities
Eight Ways to Help Students Read Complex Texts
Arraya Learning: Expanding Foundational Literacy Skills
Meaning Making: Universal Design for Inclusive Literacy
Supporting Student’s Meaning Making in Reading Instruction: Meaning Making Guide
Iris Center RTI part 3: Reading Comprehension
Arraya Learning: Reading Comprehension
Grappling with Complex Informational Text
Early Childhood and Dyslexia: Language and Literacy Development in Young Children
California Collaborative for Learning Acceleration: online-courses/literacy
Disciplinary Literacy: Integrating Literacy Instruction Grades 6-12
Embedded HLP 13: Adapt curriculum tasks and materials for specific learning goals
Adaptations are changes, which can take many forms, including accommodations and modifications. To adapt tasks and materials, educators may prioritize content coverage, simplify task directions, alter the difficulty level of material, reduce the amount of material provided, highlight relevant information, or present information using multiple and different examples. Educators make decisions about adapting tasks and materials based on the stated learning goals, the student’s individual needs, and the criteria for student success. Educators should identify areas within their explicit instruction to design and incorporate adaptations. In addition, there are opportunities for educators to incorporate culturally inclusive pedagogies and practices into their teaching.
U TPE 1.3
MM 1.5 MM 1.6 ESN EX 1.10 ESN EX 1.11
U TPE 1.4
U TPE 1.6
MM 1.2 MM 1.3 ESN EX 1.7 ESN EX 1.8
U TPE 1.7
U TPE 2.5
U TPE 3.3
U TPE 3.5
Adapt subject matter curriculum, organization, and planning to support the acquisition and use of academic language within learning activities to promote the subject matter knowledge of all students, including the full range of English learners, Standard English learners, students with disabilities, and students with other learning needs in the least restrictive environment.
U TPE 3.6
Use and adapt resources, standards-aligned instructional materials, and a range of technology, including assistive technology, to facilitate students’ equitable access to the curriculum.
U TPE 3.7
Model and develop digital literacy by using technology to engage students and support their learning, and promote digital citizenship, including respecting copyright law, understanding fair use guidelines and the use of Creative Commons license, and maintaining Internet Security
U TPE 6.1
U TPE 7.2
U TPE 7.4
U TPE 7.7
U TPE 7.9
Resources and Example Activities
CA MTSS Foundational Training for LEA Leadership Teams
MTSS Professional Learning Institute
IRIS | Teaching English Language Learners: Effective Instructional Practices
CA Guide for Educating EL with Disabilities – Announcements & Current Issues (CA Dept of Education)
IRIS | Differentiated Instruction: Maximizing the Learning of All Students IRIS | Assistive Technology: An Overview
Arraya Learning: Introduction to Dyslexia and Literacy
Arraya Learning: Screening and Assessment of Literacy Skills and Dyslexia
Arraya Learning: The Reading Brain & Dyslexia
Arraya Learning: Dyslexia and Multilingual/English Learners: Understanding Language and Literacy Considerations
Arraya Learning: Expanded Foundational Literacy Skills
CCIL-Multilingual Learners
Open Access UDL and AT Resources
Open Access- Accessible Technology Resources
Core Components of Reading: Introduction
Reading League- Resources for Structured Literacy
Supporting Students with Disabilities: CCLA Literacy and Language Development
CEEDAR Innovation Configuration: Assessment Practices Within a Multi -tiered System of Support Structured Literacy Instruction
Explicit Instruction Video Presentations
Effective and Efficient Teaching
Instructional Routine for Irregular or High Frequency Words
Instructional Routines for Building Word Recognition
Features of Structured Literacy
California Collaborative for Learning Acceleration: online-courses/literacy
Disciplinary Literacy: Integrating Literacy Instruction Grades 6-12
Connecting Literacy and Content
Early Childhood and Dyslexia: Language and Literacy Development in Young Children
Oral Language: the Foundation for Reading and Writing
What is Lanaguage Structure and How Do I Teach It?
Embedded HLP 15: Provide scaffolded supports
Scaffolded supports provide assistance to students so they can complete tasks that they cannot yet do independently and with a high rate of success. Educators select powerful visual, verbal, and written supports; carefully calibrate them to students’ performance and understanding of learning tasks; use them flexibly; evaluate their effectiveness; and gradually remove them once they are no longer needed. As a critical partner to explicit instruction, providing scaffolded supports requires understanding student characteristics, breaking down complex skills and strategies into smaller instructional units, and identifying ways to provide scaffolds during supported practice. Some supports are planned before lessons, while some are provided responsively during instruction. Scaffolds can be technology-based. Educators should work with the IEP team to identify which scaffolds are needed, use data to evaluate impact, and decide when they are no longer needed.
U TPE 1.4
U TPE 1.6
MM 1.2 MM 1.3 ESN EX 1.7 ESN EX 1.8
U TPE 2.5
U TPE 4.4
Plan, design, implement and monitor instruction, making effective use of instructional time to maximize learning opportunities and provide access to the curriculum for all students by removing barriers and providing access through instructional strategies that include:
U TPE 7.5
U TPE 7.7
U TPE 7.8
Resources and Example Activities
Collaborative Planning for External Support Services Tool
IRIS | Providing Instructional Supports: Facilitating Mastery of New Skills
IRIS | Universal Design for Learning: Creating a Learning Environment that Challenges and Engages All Students
Recording: Gradual Release of Responsibility
Word Recognition: Decoding Scaffolds
Arraya Learning: Dyslexia and Multilingual/English Learners: Understanding Language and Literacy Considerations
Arraya Learning: Expanded Foundational Literacy Skills
Arraya Learning: Introduction to Dyslexia and Literacy
Arraya Learning: Screening and Assessment of Literacy Skills and Dyslexia
Arraya Learning: The Reading Brain & Dyslexia
Arraya Core Components of Reading Series: Introduction; Oral Language; Phonological Awareness; Decoding; Fluency; Vocabulary; Reading Comprehension; Spelling
Structured Literacy Instruction; The Basics Fluency: Instructional Guidelines and Student Activities
Eight Ways to Help Students Read Complex Texts
Early Childhood and Dyslexia: Language and Literacy Development in Young Children
Oral Language: the Foundation for Reading and Writing
What is Language Structure and How Do I Teach It?
A Guide to Translanguaging in the Classroom
California Collaborative for Learning Acceleration: online-courses/literacy
Disciplinary Literacy: Integrating Literacy Instruction Grades 6-12
Embedded HLP 17: Use flexible grouping
The use of student groupings of various sizes and for a range of purposes is part of every educator’s repertoire. Educators deploy student groups to provide a setting for new instruction, group work, review activities, and everything in between. As some students require intensive instruction to support their needs, they can expect to be placed into targeted instructional groups. The use of flexible groupings offers educators options for designing and delivering instruction or promoting student active learning/ demonstrations to suit specific goals. However, it is not merely the size of the group that makes the difference in learning or other performance. In addition to the reduced number of students, educators must provide evidence-based or other effective teaching practices (such as explicit instruction) for meaningful outcomes to occur. Group configurations and sizes should be the result of deliberative educator collaboration, informed by data and student goals, to ensure a tight match between demands of the curriculum and student learning or other needs.
U TPE 2.1
U TPE 2.2
U TPE 7.3
U TPE 7.4
U TPE 7.8
Resources and Example Activities
IRIS | CSR: A Reading Comprehension Strategy
Arraya Learning: Dyslexia and Multilingual/English Learners: Understanding Language and Literacy Considerations
Arraya Learning: Expanded Foundational Literacy Skills
Asset Based Instruction in Action
Culturally Responsive Literacy Instruction
How to Support Dual Language Learners
California Collabortive for Learning Acceleration: online-courses/literacy
Disciplinary Literacy: Integrating Literacy Instruction Grades 6-12
Embedded HLP 18: Use strategies to promote active student engagement
Educators must have specific strategies and practices ready to deploy when teaching to ensure student engagement, and thus, learning. Student engagement is core to the development of knowledge and skills in academic and behavioral domains to ensure increased opportunities for learning and practice. In addition, educators who develop positive relationships with students based on mutual respect, trust, and consistent expectations are in a position to succeed. Successful teachers seeking to engage students forge connections between content and students’ lives, and use a range of culturally inclusive pedagogies and practices (CIPP) including teacher-led, peer-assisted, and student-regulated options throughout lessons. Student engagement is carefully monitored, and educators deliver positive and constructive feedback to sustain performance. Educators who use explicit instruction have a leg up for fostering student engagement thanks to the regular opportunities to respond, provide feedback, and engage in a student-centered teaching process inherent to that pillar HLP.
U TPE 1.1
U TPE 1.3
MM 1.5 MM 1.6 ESN EX 1.10 ESN EX 1.11
U TPE 1.4
U TPE 1.8
U TPE 2.6
U TPE 4.4
U TPE 4.7
Plan instruction that promotes a range of communication strategies and activity modes between teacher and student and among students that encourage student participation in learning.
U TPE 7.2
U TPE 7.3
U TPE 7.4
MM 7.4 MM 7.5 ESN EX 7.4 ESN EX 7.5
U TPE 7.6
U TPE 7.7
U TPE 7.8
U TPE 7.11
Resources and Example Activities
IRIS | SOS: Helping Students Become Independent Learners
IRIS | Universal Design for Learning: Creating a Learning Environment that Challenges and Engages All Students
Arraya Learning: Introduction to Dyslexia and Literacy
Arraya Learning: Screening and Assessment of Literacy Skills and Dyslexia
Arraya Learning: The Reading Brain & Dyslexia
Arraya Learning: Dyslexia and Multilingual/English Learners: Understanding Language and Literacy Considerations
Arraya Learning: Expanded Foundational Literacy Skills
Arraya webinar: The Science of Self-Regulation: Understanding Development and Supporting Growth
Core Components of Reading: Introduction
Reading League- Resources for Structured Literacy
Supporting Students with Disabilities: CCLA Literacy and Language Development
CEEDAR Innovation Configuration: Assessment Practices Within a Multi -tiered System of Support Structured Literacy Instruction
Explicit Instruction Video Presentations
Effective and Efficient Teaching
Instructional Routine for Irregular or High Frequency Words
Instructional Routines for Building Word Recognition
Features of Structured Literacy
Asset Based Instruction in Action
Culturally Responsive Literacy Instruction
How to Support Dual Language Learners
California Collaborative for Learning Acceleration: online-courses/literacy
Disciplinary Literacy: Integrating Literacy Instruction Grades 6-12
Connecting Literacy and Content
Meaning Making: Universal Design for Inclusive Literacy
Supporting Student’s Meaning Making in Reading Instruction: Meaning Making Guide
Iris CenterfRTI part 3: Reading Comprehension
Arraya Learning: Reading Comprehension
Grappling with Complex Informational Text
Early Childhood and Dyslexia: Language and Literacy Development in Young Children
Oral Language: the Foundation for Reading and Writing
What is Lanaguage Structure and How Do I Teach It? A Guide to Translanguaging in the Classroom
Embedded HLP 19: Use assistive and instructional technologies
Assistive and instructional technology are everywhere in our world – especially within the field of education. Every IEP is required to have a statement of needed assistive technology supports and these can also be included amongst the list of formal accommodations or modifications. Instructional technology can also be useful for supporting student learning. Guided by the Universal Design for Learning (UDL) instructional design framework and equity lens, educators select and implement assistive (AT) and instructional technologies (IT) to support the needs of students with disabilities. The process of AT selection and evaluation should follow the Student-Environment-Task-Tool (SETT; Zabala, 2005) approach. Educators, in collaboration with AT specialists, select and use augmentative and alternative communication devices and assistive and instructional technology products to promote student learning and independence. They evaluate new technology options given student needs; make informed instructional decisions grounded in evidence, professional wisdom and experience, and students’ IEP goals; and advocate for administrative support in technology implementation.
U TPE 1.4
U TPE 3.6
U TPE 3.7
U TPE 3.8
Demonstrate knowledge of effective teaching strategies aligned with the internationally recognized educational technology standards.
U TPE 4.4
U TPE 4.8
Use digital tools and learning technologies across learning environments as appropriate to create new content and provide personalized and integrated technology-rich lessons to engage students in learning, promote digital literacy, and offer students multiple means to demonstrate their learning.
U TPE 7.2
MM 7.4 MM 7.5 ESN EX 7.4 ESN EX 7.5 ESN EX 7.6 ESN EX 7.7
U TPE 7.8
U TPE 7.9
Resources and Example Activities
IRIS | Accommodations to the Physical Environment: Setting Up a Classroom for Students with Visual Disabilities
IRIS | Bookshare: Providing Accessible Materials for Students with Print Disabilities IRIS |
IRIS | Universal Design for Learning: Creating a Learning Environment that Challenges and Engages All Students
Arraya Learning: The Reading Brain & Dyslexia
Arraya Learning: Dyslexia and Multilingual/English Learners: Understanding Language and Literacy Considerations
Arraya Learning: Expanded Foundational Literacy Skills
Core Components of Reading: Introduction
Reading League- Resources for Structured Literacy
Supporting Students with Disabilities: CCLA Literacy and Language Development
CEEDAR Innovation Configuration: Assessment Practices Within a Multi -tiered System of Support Structured Literacy Instruction
Explicit Instruction Video Presentations
Effective and Efficient Teaching
Instructional Routine for Irregular or High Frequency Words
Instructional Routines for Building Word Recognition
Features of Structured Literacy
Early Childhood and Dyslexia: Language and Literacy Development in Young Children
Embedded HLP 8/22: Provide positive and constructive feedback to guide students’ learning (HLP 22) and behavior (HLP 8)
The effective provision of feedback is one of the most important instructional practices for teachers. Feedback is used to guide student learning and behavior and increase motivation, engagement, and independence. Effective feedback must be strategically delivered and focused on tasks, processes, or self-regulatory actions. Feedback should be goal directed and is most effective when the learner has a goal, and the feedback informs the learner how to improve performance toward reaching that goal. Feedback may be verbal, nonverbal, or written, and should be timely, contingent, genuine, meaningful, age appropriate, and at rates commensurate with task and phase of learning (i.e., acquisition, fluency, maintenance). In equitable and inclusive classrooms, educators take care to provide meaningful feedback to all students and recognize the potential for unconscious bias that may prompt lowered expectations or deficit thinking toward historically marginalized students. Educators must consider age, cultural background, learning preferences, and classroom dynamics when providing public or private feedback.
U TPE 2.1
U TPE 2.6
MM 2.6 MM 2.10 ESN EX 2.9 ESN EX 2.13
U TPE 7.8
Resources and Example Activities
CEEDAR Webinar: The Gift of Feedback and Guidance to Support Student Learning
IRIS Center Fundamental Skill Sheet: Behavior Specific Praise
CEEDAR Course Enhancement Module: Classroom and Behavior Management
Using Classroom Data to Provide Systematic Feedback to Students from APA
IRIS | Autism Spectrum Disorder (Part 2): Evidence-Based Practices
Fostering Student Accountability for Classroom Work: Elementary
Arraya webinar: The Science of Self-Regulation: Understanding Development and Supporting Growth
Pillar HLP 20: Provide intensive instruction for academics and behavior
Educators match the intensity of instruction to the student’s learning and behavioral needs. Intensive instruction involves working with students with similar needs on a small number of high priority, clearly defined skills or concepts related to academics and/or behavior. Educators group students based on common needs; clearly define learning or behavioral goals; and use systematic, explicit, and well-paced instruction grounded in culturally inclusive pedagogies and practices (CIPP). They frequently monitor progress using validated measures to assess students’ responsiveness and make adjustments as needed. Within intensive instruction, students have frequent and varied opportunities to respond and receive immediate, corrective feedback with educators and peers to practice what they are learning.
U TPE 1.4
U TPE 1.8
U TPE 4.4
U TPE 4.8
U TPE 7.2
U TPE 7.3
MM 7.1 MM 7.4 ESN EX 7.1 ESN EX 7.4
Resources and Example Activities
IRIS | Intensive Intervention (Part 1): Using Data-Based Individualization To Intensify Instruction
IRIS | Intensive Intervention (Part 2): Collecting and Analyzing Data for Data-Based Individualization
Arraya Learning: Introduction to Dyslexia and Literacy
Arraya Learning: Screening and Assessment of Literacy Skills and Dyslexia
Arraya Learning: The Reading Brain & Dyslexia
Arraya Learning: Dyslexia and Multilingual/English Learners: Understanding Language and Literacy Considerations
Arraya Learning: Expanded Foundational Literacy Skills
Core Components of Reading: Introduction
Reading League- Resources for Structured Literacy
Supporting Students with Disabilities: CCLA Literacy and Language Development
CEEDAR Innovation Configuration: Assessment Practices Within a Multi -tiered System of Support Structured Literacy Instruction
Explicit Instruction Video Presentations
Effective and Efficient Teaching
Instructional Routine for Irregular or High Frequency Words
Instructional Routines for Building Word Recognition
Features of Structured Literacy
Asset Based Instruction in Action
Embedded HLP 10: Conduct functional behavioral assessments to develop individual student behavior support plans
Creating individual behavior plans is an essential skill for all special educators. Key to successful behavior support planning is to conduct a functional behavioral assessment (FBA) to identify what occasions or triggers and what maintains behavior that is problematic in certain contexts. A comprehensive FBA results in a hypothesis about the “function” of the student’s problem behavior. Once the function is determined, a behavior intervention plan is developed that (a) teaches the student a pro-social replacement behavior that will serve the same or similar function, (b) alters the environment to make the replacement behavior more efficient and effective than the problem behavior,(c) alters the environment to no longer allow the problem behavior to access the previous outcome, and (d) includes ongoing data collection to monitor progress.
U TPE 5.2
U TPE 5.4
U TPE 5.5
U TPE 5.8
Resources and Example Activities
CEEDAR Center Classroom and Behavior Management Course Enhancement Module
Behavior Strategies to Support Intensifying Interventions (Antecedent Modification, Self-Management, Reinforcement)
Behavioral Intervention Tools Chart
IRIS Center Module: Functional Behavioral Assessment: Identifying the Reasons for Problem Behavior and Developing a Behavior Plan
https://ceedar.education.ufl.edu/wp-content/uploads/2017/07/CEC-HLP-Web.pdf
Accommodations: Adaptations or changes to educational environments and practices designed to help students overcome the challenges presented by their disabilities and to allow them to access the same instructional opportunities as students without disabilities. An accommodation does change the expectations for learning or reduce the requirements of the task. Source. Assessment: The process of gathering information, both formal and informal, and identifying a student’s strengths and needs through a variety of instruments and products; the data used in making decisions. Source
Assistive Technology: “Any item, piece of equipment, or product system, whether acquired commercially off the shelf, modified, or customized, that is used to increase, maintain, or improve the functional capabilities of a child with a disability.” Source Augmentative and Alternative Communication (AAC): Alternative methods of communication, which may include communication boards, communication books, sign language, and computerized voices, used by individuals unable to communicate readily through speech. Source
Common Core State Standards (CCSS): An educational initiative originally sponsored by the National Governors Association designed to create consistent educational standards to prepare students across the United States either for college or for post-secondary employment. Source.
Culturally Relevant Practices: Instruction that incorporates the diverse cultures of the students in order to provide content relative to students’ experiences. Source
Culturally Responsive Teaching/Instruction (CRT): Instructional modifications or adjustments made by culturally responsive educators to meet the individual needs of their diverse classrooms and students. Source
Curriculum-Based Measurement: “A method of evaluating student performance by directly and frequently collecting data on their academic progress.” Source
English Language Development (ELD): An instructional method used with English Language Learners (ELL) that focuses on learning the formal structures of language (grammar); another term for English as a second language (ESL). Source
Explicit Instruction: Instructional approach in which teachers clearly identify the expectations for learning, highlight important details of the concept or skill, offer precise instruction, and connect new learning to earlier lessons and materials. Source
Formative Assessment: A form of formal or informal evaluation “used to plan instruction in a recursive way,” providing regular assessment of student progress. Formative assessment enables teachers to “diagnose skill, ability, and knowledge gaps; measure progress; and evaluate instruction. Examples … include curriculum-based measurement, curriculum-based assessment, pretests and posttests, portfolios, benchmark assessments, quizzes, teacher observations, and teacher/student conferencing.” Source
Functional Behavioral Assessment (FBA): A systematic approach to address a student’s specific behavior to identify the behavior’s function using informal and formal methods of observation. Following the FBA, the IEP team develops an individual behavior support plan. Source
Heterogeneous Grouping: To place students of varying abilities (i.e., lower achieving, typically achieving, higher achieving) together in a small instructional group. Source
Homogeneous Grouping: To place students of similar abilities together into groups; can be used by teachers to provide more intensive instruction to students who are working at a similar level and who can benefit from instruction that is designed for their specific learning needs. Source
Inclusion: In education, a state of inclusivity in which all students are educated so as to reach their fullest potentials, regardless of ability or disability. Source.
Individualized Education Plan (IEP): A written statement for the child with a disability that is developed, reviewed, and revised in a meeting in accordance with federal law and regulations. The IEP must include a statement of the child’s present levels of academic achievement and functional performance, a statement of measurable annual academic and functional goals to meet the child’s needs and enable the child to make progress in the general education curriculum. Source
Individualized Family Service Plan (IFSP): A means of providing early intervention services for children with developmental delays or disabilities, from birth through age 3. The IFSP is based on an in-depth assessment of the child’s needs and includes information on the child’s level of development in all areas, outcomes for the child and family, and services the child and family will receive. Source
Individualized Transition Plan (ITP): A statement, included in a high-school student’s IEP, outlining the transition services required for coordination and delivery of services as the student nears adulthood. Source.
Intensive Instruction/Intervention: Additional instruction designed to support and reinforce classroom skills characterized by increased intensity and individualization based on data. Source
Metacognition: The processes used to plan, monitor, and assess one’s understanding and performance. Source
Modifications: Any of a number of services or supports that allow a student to access the general education curriculum but in a way that fundamentally alters the content or curricular expectations in question. Source.
Multi-Tiered Systems of Support (MTSS): A “prevention framework that organizes building-level resources to address each individual student’s academic and/or behavioral needs within intervention tiers that vary in intensity.” The intention is to enable “the early identification of learning and behavioral challenges and timely intervention for students who are at risk for poor learning outcomes. It also may be called a multi-level prevention system. The increasingly intense tiers … represent a continuum of supports.” Source
Progress monitoring: Used to assess a student’s performance and improvement in response to intervention. Allows teachers to evaluate the effectiveness of interventions and adjust instruction to meet students’ needs. Progress monitoring can be implemented with individual students or groups of students (e.g., whole class). Source
Reinforcement: Method through which a classroom instructor attempts to either sustain or dissuade the continuation of certain student behaviors. Source.
Restorative Justice: A practice that empowers students to resolve conflicts on their own and in groups using a peer-mediated process. Source.
Scaffolded Instruction: Instructional technique in which teachers offer support for students learning new skills by systematically building on their experiences and knowledge. Source.
Social-Emotional Learning (SEL): the process through which all young people and adults acquire and apply the knowledge, skills, and attitudes to develop healthy identities, manage emotions and achieve personal and collective goals, feel and show empathy for others, establish and maintain supportive relationships, and make responsible and caring decisions. Source.
Specially Designed Academic Instruction in English (SDAIE): A teaching approach that uses curriculum focused strategies to teach academic content to ELL students. Source.
Summative Assessment: “An evaluation administered to measure student learning outcomes, typically at the end of a unit or chapter. Often used to evaluate whether a student has mastered the content or skill.” Source
Universal Design for Learning (UDL): A research-based framework for teachers to incorporate flexible materials, techniques, and strategies for delivering instruction and for students to demonstrate their knowledge in a variety of ways. Source
Additional resources:
Using the HLP videos to activate implementation
From the Ground Up: Embedding the HLPs Into Teacher Induction, Training and Evaluation
About this project: This project was collaboratively developed as part of a grant awarded to the California CEEDAR State Leadership Team. Contributors include: Anne Spillane, Alliant University; Virginia Kennedy, California State University Northridge; Linda Smetana, California State University East Bay; Victoria Graf, Loyola Marymount University; Matthew Love, San Jose State University; Haley Perez, Alliant University; Kate Esposito, California State University Dominguez Hills; Kate Williams, Loyola Marymount University; Samantha Toews, California State University Northridge; Nicole Nicholson, Brandman University; Linda Blanton University of Florida; & Kate Adams; University of Florida.
This website was produced under U.S. Department of Education, Office of Special Education Programs, Award No. H325A220002. David Guardino serves as the project officer. The views expressed herein do not necessarily represent the positions or policies 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.
