#17014 CEC High-Leverage Practices - CEEDAR

1 CEEDARHigh-Leverage Practices in Special EducationJames McLeskey (Chair)University of FloridaMary-Dean BarringerCouncil of Chief State School OfficersBonnie BillingsleyVirginia Polytechnic Institute and State UniversityMary BrownellUniversity of FloridaDia JacksonAmerican Institutes for ResearchMichael KennedyUniversity of VirginiaTim LewisUniversity of MissouriLarry MaheadySUNY Buffalo StateJackie RodriguezWilliam & MaryMary Catherine ScheelerThe Pennsylvania State UniversityJudy Winn University of Wisconsin-MilwaukeeDeborah ZieglerCouncil for Exceptional ChildrenJanuary 2017

2 The HLP Writing Team 2017 by Council for Exceptional Children & CEEDAR for Exceptional Children 2900 Crystal Drive, Suite 100 Arlington, VA 22202-3557 is granted to reproduce and adapt any portion of this publication with acknowledgment. Reference:McLeskey, J., Barringer, M-D., Billingsley, B., Brownell, M., Jackson, D., Kennedy, M., Lewis, T., Maheady, L., Rodriguez, J., Scheeler, M. C., Winn, J., & Ziegler, D. (2017, January). High-Leverage Practices in special education. Arlington, VA: Council for Exceptional Children & CEEDAR document was supported from funds provided by the CEEDAR Center (Collaboration for Effective Educator, Development, Accountability and Reform) cooperative grant supported by the Office of Special Education Programs (OSEP) of the Department of Education (H325A120003).

3 Drs. Bonnie Jones and David Guardino served as the project officers. The views expressed herein do not necessarily represent the positions or policies of the Department of Education. No official endorsement by the Department of Education of any product, commodity, or enterprise mentioned in this document is intended or should be of Congress Cataloging-in-Publication data Council for Exceptional Children and CEEDAR Center. High-Leverage Practices in special education: Foundations for student success. p.

4 Cm. Includes biographical 978-0-86586-526-6 (soft cover)ISBN 978-0-86586-527-3 (eBook)Stock No. P6255 Cover and layout by Tom Karabatakis, TomPromo MarketingPrinted in the United States of America by Bradford & BigelowFirst edition 10 9 8 7 6 5 4 3 2 1 ContentsPreface 1 Introduction 7 High-Leverage Practices for K 12 Special Education Teachers 15 Research Syntheses: Collaboration High-Leverage Practices 27 Research Syntheses: Assessment High-Leverage Practices 41 Research Syntheses: Social/Emotional/Behavioral High-Leverage Practices 55 Research Syntheses.

5 Instruction High-Leverage Practices 69 Appendix: Glossary of Terms and Related Resources 117 1 PrefaceSpecial education teachers, as a significant segment of the teaching profession, came into their own with the passage of Public Law 94-142, the Education for All Handicapped Children Act, in 1975. Since then, although the number of special education teachers has grown substantially it has not kept pace with the demand for their services and expertise. The roles and practice of special education teachers have continuously evolved as the complexity of struggling learners unfolded, along with the quest for how best to serve and improve outcomes for this diverse group of students.

6 As this complexity was addressed, those preparing special education teachers found themselves responding to conflicting external forces. New content was added to preparation programs to meet requirements of professional accreditation groups, changing state licensure requirements, and federal regulations related to teacher preparation. These programs also needed to respond to the long-term shortage of special education teachers, with intensive and rapid preparation of highly qualified teachers although there was no clear guidance as to the most effective Practices to target.

7 Without clarity regarding the Practices and expertise that define an effective special educator, this role began to be viewed by potential teachers as less desirable than other teaching assignments despite the clear need and job , research continued to establish evidence regarding Practices that could make a positive difference with students who were struggling to find success in school because of learning and behavioral complexities.

8 What was needed was guidance as to the most important of these Practices that special educators needed to learn to use in classrooms clear signals among the noise of demands placed on teacher education programs. Development of the High-Leverage Practices in Special EducationIn fall 2014, the Board of Directors of the Council for Exceptional Children (CEC) approved a proposal from the CEC Professional Standards and Practice Committee (PSPC) to develop a set of High-Leverage Practices (HLPs) for special education teachers.

9 The PSPC, the Teacher Education Division (TED) of CEC, and the CEEDAR Center at the University of florida endorsed this project. The CEEDAR Center, which is funded by the Department of Education s Office of Special Education Programs, provided a sub-award to CEC to 2 High-Leverage Practices in Special Educationsupport this work. The HLP Writing Team s 12 members included representatives from CEC s PSPC, TED, the CEEDAR Center, the Council of Chief State School Officers, and CEC staff.

10 In addition, seven CEC members were selected from over 50 nominations that were received from the PSPC, TED, and the CEEDAR Center. This team of prac-titioners, scholars, researchers, teacher prep-aration faculty, and advocates knew that to achieve the project s intended purposes, they needed to ensure that the results of their work established the need to improve teacher preparation programs, provided a rationale both for developing practice-based teacher preparation programs and for the HLPs themselves.