Special Education Services

Special Education Services

Implementing High Leverage Practices (HLP) in Inclusive Settings

Module 1: HLP /Inclusive Practices Self-Assessment- 3 hours

The workshop team will introduce the topic and discuss the self-assessment with the group with a focus on specific sections. Participants will have an opportunity to complete the self-assessment during the session individually or in school teams. The workshop team will facilitate discussion based on results during a sharing activity and emphasize common themes.

Module 2: High Leverage Practices: Background and Framework for Educators-3 hours

2A. What are High Leverage Practices (HLP)?

Great potential exists for using HLPs as a framework for delivering instruction to pre-service teachers as well ongoing professional learning within school districts since they address the needs of all students. Workshop presenters will discuss the twenty-two HLPs organized into sets related to practice:
  • 1. collaboration,
  • 2. assessment,
  • 3. social/emotional/behavioral, and
  • 4. instruction.
HLPs were determined based on the following criteria:
  • focus directly on instructional practice,
  • occur with high frequency in teaching,
  • research based and known to foster student engagement and learning,
  • broadly applicable and usable in any content area or approach to teaching, and
  • skillful execution is fundamental to effective teaching.
HLPs represent the most critical practices for K-12 special educators and fundamentals of teaching and were developed to ensure teachers can implement core practices that produce measurably effective results. Most of the general education HLPs for instruction are appropriate for all teachers, with many of the HLPs identified for special education only varying in intensity and focus. Implementing HLPs can be key to reaching a diverse learner population in inclusive settings. Workshop leaders will discuss HLPs for all 4 domains: Collaboration, Assessment and Social, Emotional, Behavioral and Instruction and provide examples for participants as they relate to inclusive classroom practices.


2B. HLP Commonalities

The HLPs from general education and special education complement each other. The CEEDAR Center created a general and special education HLP crosswalk table showing the distinctions of the different practices (bit.ly/3BMJiKC). Additionally, the TIES Center—Increasing Time, Instructional Effectiveness, Engagement, and State and District Support for Inclusive Practices, the national technical assistance center on inclusive practices and policies—created a resource with examples of the crossover between the two sets of instructional HLPs in inclusive settings for several topics. The workshop team will show how this resource can be used including supporting group discussions, using small group instruction, checking for understanding, and providing feedback as they apply to students with significant cognitive disabilities (bit.ly/2WVggt7).

Module 3: Implementation of HLPs in Inclusive Settings-3 hours

HLPs refer to a group of evidence-based strategies that, when packaged together, create the foundation for a successful inclusive classroom (McLeskey et al., 2017). They provide a framework for closing the research to practice gap as a support for both special education and general education teachers, and can be used for collaborative planning (McLeskey et al., 2018)

There are 11 HLPs in the area of instruction that can be used in the inclusive setting. The workshop team will provide examples to illustrate how these strategies can be used in an inclusive classroom. The team will also provide examples of how to apply HLPs during instruction of students with significant cognitive disabilities in inclusive settings.

Contact FYI-CSI for more information and answers by our team of consultants for services in special education world wide.