Every Student Deserves an Equitable Opportunity to Succeed
Removing Barriers to Effective Distance Learning by Applying the High-Leverage Practices
Distance learning offers a unique opportunity to individualize and personalize instruction and establish inclusive learning environments for the range of diverse learners in every district, school, and virtual classroom. Applying high-leverage practices (HLPs) to lesson design and delivery, both in-person and virtually, empowers educators to provide the enabling conditions that ensure diverse learners are provided equitable access to high-quality instruction, across all grade levels and in all content areas. This special issues brief from the Collaboration for Effective Educator Development, Accountability, and Reform (CEEDAR Center) and the National Center for Systemic Improvement (NCSI) outlines how high-leverage practices (HLPs) can be employed to strengthen distance learning instruction for a diverse range of students by providing strategies to address common challenges students experience.
Popular Resources
Other Collaborators
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Center on Personnel Studies in Special Education (COPSSE)
Personnel Improvement Center (PIC)
American Association of Colleges for Teacher Education (AACTE)
National Association of State Directors of Special Education (NASDSE)
Council for Exceptional Children (CEC)
Study of Personnel Needs in Special Education (SPENSE)
Council of Chief State School Officers (CCSSO)
Council for the Accreditation of Educator Preparation (CAEP)
This website was produced under U.S. Department of Education, Office of Special Education Programs, Award No. H325A170003. David Guardino serves as the project officer. The views expressed herein do not necessarily represent the positions or polices 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.