HLP 4: Use multiple sources of information to develop a comprehensive understanding of a student’s strengths and needs.

To develop a deep understanding of a student’s learning needs, special educators compile a comprehensive learner profile through the use of a variety of assessment measures and other sources (e.g., information from parents, general educators, other stakeholders) that are sensitive to language and culture, to (a) analyze and describe students’ strengths and needs and (b) analyze the school-based learning environments to determine potential supports and barriers to students’ academic progress. Teachers should collect, aggregate, and interpret data from multiple sources (e.g., informal and formal observations, work samples, curriculum-based measures, functional behavior assessment [FBA], school files, analysis of curriculum, information from families, other data sources). This information is used to create an individualized profile of the student’s strengths and needs.

HLP 5: Interpret and communicate assessment information with stakeholders to collaboratively design and implement educational programs.

Teachers interpret assessment information for stakeholders (i.e., other professionals, families, students) and involve them in the assessment, goal development, and goal implementation process.”] Special educators must understand each assessment’s purpose, help key stakeholders understand how culture and language influence interpretation of data generated, and use data to collaboratively develop and implement individualized education and transition plans that include goals that are standards-based, appropriate accommodations and modifications, and fair grading practices, and transition goals that are aligned with student need.

HLP 6: Use student assessment data, analyze instructional practices, and make necessary adjustments that improve student outcomes.

Once instruction and other supports are designed and implemented, special education teachers have the skill to manage and engage in ongoing data collection using curriculum-based measures, informal classroom assessments, observations of student academic performance and behavior, self-assessment of classroom instruction, and discussions with key stakeholders (i.e., students, families, other professionals). Teachers study their practice to improve student learning, validate reasoned hypotheses about salient instructional features, and enhance instructional decision making. Effective teachers retain, reuse, and extend practices that improve student learning and adjust or discard those that do not.

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High-Leverage Practices: Fundamental to Effective Teaching

In partnership with the Collaboration for Effective Educator Development, Accountability and Reform (CEEDAR), the Council for Exceptional Children (CEC) has developed and published a set of high-leverage practices (HLPs) for special educators and teacher candidates.

The HLPs are organized around four aspects of practice:

Explore HLP Foundations

Resources designed to support and strengthen educators understanding of the high-leverage practices for students with disabilities — including how they were developed, what they are, the supporting evidence (as available), and how they can be used in classrooms.

Build Knowledge

Access Professional Development Materials

Resources intended to be used as professional learning activities for educators to increase their knowledge, understanding, and use of the HLPs for students with disabilities.

Go Deeper

Apply HLPs

Resources to support teachers’ acquisition of how to use the high-leverage practices through scaffolded opportunities to practice - increasing in complexity and with less support provided overtime until mastery is developed.

Practice HLPs

Webinar

What School Administrators Need to Know About HLPs: Tips for Mentoring, Coaching, and Collaboration

Webinar

CEC Standards and HLPs: A Practice-Based Continuum for Teacher Development

Video

Welcome to Our New Series on High-Leverage Practices

Book

High-Leverage Practices in Special Education

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Division for Early Childhood Recommended Practices

Glossary

High-Leverage Practices for Students with Disabilities: Glossary

Webinar

Georgia’s High-Leverage Practices Webinar: Reimagining Classroom Experiences to Maximize Student Engagement