High-Leverage Practices in Georgia

HLP Crosswalk with PSEL Montana Effective Practices Alignment Matrix

Downloadable Resources for Webinar 1

Reimagining Classroom Experiences to Maximize Student Engagement

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.

OSEP - Research & Practice Classwide Peer Tutoring Everglades Lesson Plan DOK Question Stems DOK Levels HLP18 PLO

Downloadable Resources for Webinar 2

Using Data to Understand Students’ Needs and to Inform Practice

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.

Co-Planning Strategies DBI Framework Webinar 3 Supporting Literature Breaking Down the DBI Process HLP1 PLO

Downloadable Resources for Webinar 3

The Gift of Feedback and Guidance to Support Student Learning

The purpose of HLP webinar #4 is to explore HLP #8, provide positive and constructive feedback to guide students’ learning and behavior, as truly a gift for students. To that end, the presenters will define positive and constructive feedback, provide examples of various types of effective feedback, explain strategies to support P-12 students’ use of feedback, and demonstrate how quality feedback is a critical component for assessment reform.

Our keynote speaker for Webinar #4 will be Dr. Carla Tanguay. Dr. Tanguay is a clinical assistant professor in the Department of Early Childhood and Elementary Education at Georgia State University and the Associate to the Dean for Clinical Practice. As a former elementary school teacher, university field supervisor, and field experience placement director, Dr. Tanguay continues to prepare teacher candidates for the teaching profession and supports P-12 partnerships.

Austin’s Butterfly Discussion HLP8 PLO

Downloadable Resources for Webinar 4

Culturally Responsive Teaching: Meeting the Needs of Diverse Learners

The purpose of HLP webinar #5 is to explore HLP #18 (i.e., use strategies to promote active student engagement). Throughout this webinar, our keynote speaker, Dr. Neporcha Cone, will discuss culturally responsive pedagogy and its use to deepen student learning by promoting authentic engagement.

A Framework of Services CRT IC CRP Crosswalk Developing Culturally Competent Preservice Teachers Georgia DOE CRT Strategies Siwatu Community Mapping Assignment Critical Reflection Prompts

Downloadable Resources for Webinar 5

Explicit Instruction: The Key to Student Learning

The purpose of HLP webinar #6 was to explore HLP #16 (i.e., use explicit instruction). Throughout this webinar, our keynote speaker, Dr. Benedict, discussed how explicit instruction marries explaining and describing with modeling while a teacher draws students’ attention to how to use a strategy or makes transparent the underlying thinking involved in completing a task. Furthermore, examples and non-examples of HLP 16 were provided for participants to consider ways to bolster general and special educators’ effectiveness at integrating high quality explicit instruction into everyday teaching.

Downloadable Resources for Webinar 6

HLP16 PLO

Integrating High Leverage Practices (HLP) in School-Based Contexts

The purpose of HLP webinar #7 was to further explore the HLPs that were previously addressed throughout this HLP webinar series and to identify ways in which the HLPs are intentionally interconnected for the purposes of providing equitable instruction for ALL of Georgia’s P-12 students.

Culmination of High Leverage Practices

Downloadable Resources for Webinar 7

Presenters:

Pam Wetherington,
Columbus State University

Dashaunda Patterson,
Georgia State University

Melissa Driver,
Kennesaw State University

Kate Zimmer,
Kennesaw State University

Georgia HLP/MTSS Summit

Resources from June 20, 2019

The Georgia Department of Education, the University System of Georgia, the Georgia Professional Standards Commission, and the CEEDAR Center have partnered to empower educators to maximize P-20 student success. We will jointly host a statewide convening to create an awareness for High-Leverage Practices in Special Education and share how these practices align with a Multi-tiered System of Supports.

Main Sessions

General Session

Tessie Bailey
Bridging MTSS & HLP: Connecting Effective Practices for the Success of All Students
The opening session will set the context for the relationship between Multi-tiered Systems of Support and High Leverage Practices. We will explore and define the foundational tenets of both constructs and begin exploring the ways that this framework can be implemented to support the diverse learning needs of all students.

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Keynote Session

Larry Maheady
High-Leverage Practices: Where Do We Go from Here?
This session will describe High Leverage Practices (HLPs) for general and special education, discuss strategies to implement them in P-12 classrooms and teacher preparation coursework, and offer recommendations for educational leaders to support and sustain high quality implementation.

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Resources

Files

High-Leverage Practices in Special Education Report

High-Leverage Practices Crosswalk

High-Leverage Practices Flyer List

High-Leverage Practices and Evidence-Based Practices: A Promising Pair

Summit Flyer/Program

HLP Videos

HLP Video Series Intro

HLP 16: Use Explicit Instruction

HLPs 8 & 22: Provide Positive and Constructive Feedback to Guide Student’s Learning and Behavior

HLP 12: Systematically Design Instruction Towards Learning Goals

HLP 18: Use Strategies to Promote Active Student Engagement

Summit Presentations

Concurrent Session 1

Linda Blanton
HLP Component: Collaboration
The Central Role of Collaboration in Today’s Schools
This session focuses on collaboration both as a core component of High Leverage Practices (HLPs) and as an essential practice embedded in Georgia’s Multi-Tiered Systems of Support (MTSS) framework. Examples will be used to show how (a) HLPs are being integrated in educator preparation programs and PK-12 schools, and (b) the ways that collaboration in schools supports an effective MTSS framework.

Melissa Driver and Kate Zimmer
HLP Component: Assessment
Supporting Purposeful Practice of HLPs for Pre- and In-Service Teachers
In this session, participants will discuss ways in which to analyze how HLPs are purposefully placed, addressed, and practiced through teacher preparation and in-service professional development. We will begin by analyzing how HLPs can and should be evident in lesson plans and during instructional delivery. We will then discuss how to provide teachers opportunities for purposeful practice and critical learning experiences to support their development.

John O’Connor
HLP Component: Social, Emotional, Behavioral Practices
Lessons Learned from Leading District-Wide Tier 2 & Tier 3 Interventions
“In our school, we have lots of students who struggle. What should we do?” Have you heard that question before? Do you have an answer? In this session, John O’Connor will share his lessons learned through leading Tiers 2 and 3 in the Henry County School System, a district that includes 53 school sites and educates roughly 42,000 students.

Jennifer Nelson
HLP Component: Instruction
Improving Student Learning Through Instruction
This presentation will focus on instruction as one of the HLP components of effective teacher practice.

Tessie Bailey
MTSS Focus
Big Questions About MTSS: Candid Discussions about the Elephants in the Room
Are you still unsure about multi-tiered systems of support (MTSS)? Do you have concerns or questions you’d like to discuss? Implementation changes can create a lot of uncertainty. However, when we understand the change, and the problems associated with it, we are more able to prepare for moving forward. This interactive session will provide opportunities for participants to actively engage in candid discussions about the future of MTSS in Georgia with an MTSS national expert, peers, and other stakeholders. Perspectives from the Georgia State Department of Education will also be shared.
(This presentation does not have an accompanied PowerPoint.)

Concurrent Session 2

Carla Tanguay
HLP Component: Assessment
The Gift of Feedback and Guidance to Support Student Learning
The gift of effective feedback and guidance to support opportunities for learners’ use of feedback are central components for student learning. This presentation provides a conceptual framework for understanding feedback as a high leverage practice, the types of feedback associated with effectiveness (Hattie & Timperley, 2007), and strategies to support feedback use (i.e., self-assessment, self-adjustment) to enhance student learning (Wiggins, 1998). Assessment reform should include quality feedback for learners and their use to improve and move beyond just assessing learner performance (Wiggins, 1998). Implications for teacher preparation will also be discussed.

Leonora Clarkson
HLP Component: Social, Emotional, Behavioral Practices
A Few of Our Favorite Things to Support MTSS Behavior
This presentation will provide information and resources used to support students with behavior deficits. The journey of one system to implement MTSS system wide for behavior supports.

Larry Maheady
HLP: Leader Focus
Working Smarter Not Harder: Making Change One Teacher at a Time
This session will (a) describe three, easy-to-use teaching practices to improve the academic, behavioral, and/or interpersonal performance of students with and without disabilities and (b) provide evidence to support these positive effects across three, inclusive educational settings.