High Leverage Practices Part B

Video One: https://www.youtube.com/watch?v=JYxfJTf39CY&feature=youtu.be

HLP #13: Make Adaptions
1. Types of adaptations
a. Accommodations: A change in the way a student with a disability accesses
information or demonstrates learning
i. Ex. Presentation accommodations, response accommodations, setting
accommodations, and timing accommodations
b. Modification: A change in a learning goal, objective, or assessment
i. Assignment modification, curriculum modification, and assessment
modification
2. Students who utilize accommodations are held to the same standards and expectations as
their peers, but modifications change what the student is learning or being asked to do.
3. Both accommodations and modifications may be faded out over time as proficiency
increases, so teachers should continually monitor academic success.
4. Three components of this HLP:
a. Identify accommodations and modifications that are necessary based on the
student’s needs.
b. Use content enhancements in combination with traditional accommodations to
support needs.
c. Evaluate to determine whether adaptations are having the intended impact on
student performance.
Video 2: https://www.youtube.com/watch?v=jPmBztMkVeQ&feature=youtu.be
HLP #14: Use Cognitive and Metacognitive Strategies
1. Cognitive strategies address the application of an approach to solve a problem or preform
a task, and metacognitive strategies focus on students’ self-evaluation of strategy’s
effectiveness.
2. Students must be explicitly taught the purpose, steps, mental actions, and evaluation
process necessary to make strategies successful.
3. Strategies are instruction techniques that can facilitate learning. The strategies are
designed to make students more independent and self-directed learners.
4. Two components of this HLP:
a. Select strategies purposefully
b. Use explicit instruction
Video 3: https://youtu.be/ESFVNzihOZ0
HLP #16: Use Explicit Instruction
1. Helps teachers design and deliver effective instruction because they only select the
critical content, sequence skills logically, and break complex content into smaller parts.
 2. Give students plenty of chances to respond during lessons and give students immediate
feedback.
3. The four key components of explicit instruction are:
a. Use logical sequence within lessons
b. Provide clear models and explanation of content
c. Provide multiple opportunities to respond and provide appropriate feedback
d. Provide a range of examples and non-examples to highlight content being taught
4. Subtraction and addition song:
a. “Line them up and look at them too, always start in the ones’ place do, don’t
forget your sign too, now that’s how you want to do. If you’re stuck, push
through.”
i. I love this song idea to help students remember double digit addition and
subtraction!
Video 4: https://youtu.be/_pI7cD3e0aQ
HLP #18: Use Strategies to Promote Active Student Engagement
1. Types of engagement might include behavioral engagement and affective engagement.
a. Behavioral engagement: Raising hands, answering questions, etc.
b. Affective engagement: Positive feelings about the learning process, being
motivated to learn, taking responsibility for learning, etc.
2. A hallmark of student engagement is building and maintaining positive relationships
between yourself (the educator) and the student.
3. Three key components of supporting engagement:
a. Teachers must build positive teacher-student relationships
b. Teachers should use a variety of strategies to ensure student engagement in
lessons
c. Teachers need to actively monitor for engagement and provide ongoing, specific
feedback
4. Opportunities to respond and collaboration between students can be great ways to keep
students involved in lessons.
Video 5: https://www.youtube.com/watch?v=WmFz-1PXo8k
HLP #17: Use Flexible Grouping
1. Flexible grouping facilitates differentiation, intensification, and individualization.
2. Types of grouping:
a. Homogenous and heterogenous grouping
b. Pairs of students
c. Whole class
d. Individualized instruction as denoted by the IEP
3. Small groups should include:
a. Specific goals and tasks
b. Clear directions and expectations
 c. Provide lots of OTR
4. The goal of flexible grouping is to differentiate instruction, build interpersonal skills, and
address student needs.
5. Three components:
a. Groups should be highly structured and include clear directives.
b. Some groups should be homogeneous (similar learners), and others should be
heterogenous (diverse types of learners).
c. Use of flexible grouping is used alongside other HLPs and EBPs.
Video 6: https://youtu.be/hHYD9nYE8aI
HLP #20: Provide Intensive Instruction (Tier 3)
1. Intensive instruction is not a specific tool but rather a process educators use to identify
and provide evidence-based instruction.
2. Reducing the size of instructional groups, adding instructional time to target and address
a specific area of deficit, integrating academic and behavioral supports, and tightening the
link between student needs and interventions are examples.
3. There should be an intervention plan and program developed by the school for teachers to
use with their students.
4. The standard protocol for intervention might not work for all students, so frequent
monitoring is necessary to ensure that all students are making adequate progress.