The Georgia High-Leverage Practices Webinar Series is a 7-part webinar that will create awareness of High-Leverage Practices and how these practices align within Georgia’s Tiered System of Support for Students. This series will provide information and resources that will applicable to stakeholders in various settings including: P-12 teachers, Administrators, Academic/Instructional Coaches, and Educator Preparation Program Providers. This series will help participants understand the components of High-Leverage Practices and consider ways to effectively and sustainably implement those practices in their learning environments.
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Welcome to the first webinar in this series on High-Leverage Practices (HLPs) in a multi-tiered systems of support (MTSS). This webinar provides a brief overview of both HLPs and MTSS, discusses how they are interconnected, and provides resources to support the implementation of HLPs for the purpose of providing equitable instruction for all of Georgia’s P-12 students. This first webinar sets the stage for the remaining six webinars, which will explore the HLP areas of collaboration, assessment, social/emotional/behavioral support, and instruction.
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In this webinar we focused on engaging all learners through active classroom experiences. Participants learned a variety of strategies to build relationships with students, create a learning environment that encourages active participation, and check for student understanding – all of which maximize student outcomes. We discussed informal and deliberate methods to assess what students are learning during instruction to collect data and make informed decisions. Specifically we focused on high-leverage practices #18 and 4.
The purpose of HLP webinar #3 was to address HLP #1—Collaborate with professionals to increase student success and HLP# 4—Using multiple sources of information to develop a comprehensive understanding of a student’s strengths and needs. Through this lens, the session’s leaders demonstrated how various forms of student data can be reviewed and evaluated to identify students’ strengths and areas for improvement. Further, we highlighted how those data can be used to inform instructional decisions through a collaborative/co-teaching model.
Pam Wetherington,
Columbus State University
Dashaunda Patterson,
Georgia State University
Melissa Driver,
Kennesaw State University
Kate Zimmer,
Kennesaw State University
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