High-Leverage Practices in Special Education (See Resource B)

Structured Observation Protocol With Questions (See Resource C)

As EI is being introduced and modeled, candidates should be made aware of the overlap of HLPs and that within EI, candidates will be able to identify various HLPs in action. Instructors may point out the interaction among HLPs and model the overlap in their own lessons.

How can EI be generalized into different content areas and grade levels?
Instructors can provide examples of EI within different content areas to demonstrate how EI is not subject dependent. EBPs should be distinguished from HLPs and the relationship between the two should be explained.

In an asynchronous setting, candidates will view and analyze the video independently and return their written analysis to the instructor. They can also participate in an online chat about their analysis.

A post-discussion can be organized in a threaded discussion format. The protocol questions could be posted by the instructor with each candidate posting their responses and also responding to the posts of two other peers.

Instructors can pair students ahead of time, and after watching and responding to the protocol independently, the peers would meet in a virtual classroom to discuss their responses.

How does this class-based activity move to practical implementation?

After candidates can successfully identify the components of EI in an exemplar video, present them with a non-example. Ask candidates to identify the missing or incorrectly used component. Then, ask them to identify the EI component that should have been utilized and the impact it might have made on student learning.

While candidates are participating in a field experience, they can use a modified protocol to identify EI components in a mentor’s lesson. They can also record themselves teaching and use a modified protocol to identify the EI in their own teaching.