University of Memphis-SPED Partnership Showcase

1. University of Memphis-SPED Partnership Showcase Classroom/Behavioral Management HLP Conference Wednesday, July 17th, 2019 Introduction 9:00am-10:00am

2. Introduction

3. The program and PowerPoints of each presentation within the conference can be downloaded from the following website-

4. Mr. Maurice Williams

5. College of Education- University of Memphis Dean’s Office Welcome- Dr. Kandi Hill-Clarke

6. CEEDAR Center at the University of Florida Welcome-Dr. Erica McCray Mission: to support students with disabilities (SWDs) in achieving college- and career-ready standards by building the capacity of state personnel preparation systems to prepare teachers and leaders to implement evidence-based practices (EBPs) within multi-tiered systems of support (MTSS).

7. Introduction of HLP’s Dr. William Hunter and Dr. Jennifer Nelson

8. Establishing PLC Communities through CEC/CEEDAR Special Education High Leverage Practices • William Hunter – Special Education Faculty, University of Memphis • Jennifer Nelson, Associate Director of Teacher Education, University of Memphis

9. Table of Contents • Introduction • Statement of the Issue • Brief Review of the Literature • High Leverage Practices • Professional Learning Communities (PLC) • Next Steps/Future Research • Summary

11. So why are we here?

12. Statement of the Issue • It is essential for P-12 school districts and college education programs to form partnerships that addresses potential gaps in the development of pre-service teachers (Zeichner, 2010). • Recently there has been emphasis placed on instructional practices based in teacher education that are designed to improve student academic and behavioral outcomes in P-12 classrooms (McDonald, Kazemi, & Kavanaugh, 2013).

13. What are High Leverage Practices? • Practices that general and special educators can use to leverage student learning across content areas, grade levels, student abilities and exceptionalities. • Critical practices that are used frequently in classroom and has an impact on student achievement. • Provides a foundation to support effective teaching and consistent learning.

14. HLP for teaching students with disabilities • Focus on instructional practice • High-frequency use • Research-supported for student engagement and learning • Broad applicability across content and settings • Skillful implementation is foundational

15. High-leverage practices • Practices that educators can learn and implement across content areas • HLP in Special Education • Collaboration • Assessment • Social/Emotional/Behavioral Practices • Instruction

16. Today’s Focus-Social/Emotional/Behavioral Practices- • HLP7: Establish a Consistent, Organized, and Respectful Learning Environment • HLP8: Provide Positive and Constructive Feedback to guide Students’ Learning and Behavior • HLP9: Teach Social Behaviors • HLP10: Conduct Functional Behavioral Assessments to Develop Individual Student Behavior Support Plans

17. HLP Resources • CEEDAR.org • Highleveragepractices.org • IRISCenter.com

18. Connecting PLCs and HLPs • Research has highlighted the importance of “collaborative and collegial learning environments that help develop communities of practice able to promote school change beyond individual classrooms” (Darling, Hammond & McLaughlin, 1995) • A Professional Learning Community is collaborative team in which educators work interdependently to achieve common goals for which members are mutually accountable. (Dufour, 2009)

19. K-12/University PLC Meetings *The Professional Learning Community meetings can center around High-Leverage Practices. *PLC meetings can include faculty and p-12 partners. *High-Leverage Practices (HLPs) can be utilized in K-12/ higher education classrooms through teaching evidenced-based practices such as cooperative learning and providing opportunities to respond.

20. Future Steps/Research/Summary • Research Questions designed to examine the perception of participants in PLC/HLP Process • Focus Groups including Higher Ed Instructors and P-12 Administration, Teachers that explore the implementation process of HLP’s across class settings (University, P-12).

21. HLP/TEAM Rubric Crosswalk • Deborah Harris-Shelby County School District • Sarah Huffman Germantown School District

22. Teacher Effectiveness Measure (TEM) and High Leverage Performances (HLP) Teacher Evaluation Shelby County Schools Deborah G. Harris, Director Exceptional Children and Health Services

23. TEM contains 7 specific areas that are addressed during the TEACH Domain of each lesson as instructors work with students: • Objective Driven Lesson • Explain Content • Appropriately Challenging Work • Content Engagement Strategies • Higher-Level Thinking Skills • Checking for Understanding • Instructional Time

24. 2. HLP 7 – Establish a Consistent, Organized and Respectful Learning Environment: • Teacher maximizes instructional time effectively by: • Starting activities quickly and on time; • Planning and organizing lessons prior to teaching; • Ensuring that wait time is minimized and students are engaged and almost never without anything meaningful to do.

25. 3.HLP 8 – Provide Positive and Constructive Feedback to Guide Students’ Learning and Behavior: • Teacher checks for and addresses misunderstandings • Teacher uses developmentally appropriate language • HLP 9 – Teach Social Behaviors: • Eliminate social interruption of both teacher and students • Students are allowed to explain or demonstrate what they are learning. • HLP 10: Conduct Functional Behavioral Assessments to Develop Individual Student Behavior Support Plans: • Teachers are trained and work closely with Social Workers and Behavior Specialists to conduct Behavioral Assessments and develop Behavior Intervention Plans (BIP) • BIPs are reviewed frequently as the need indicates

26. Crosswalk – HLP 7-10 and TEAMSarah Huffman Germantown School District Working easier and making connections

27. Areas to Grow • TEAM Evaluations – • Using the indicators of the TEAM rubric, educators work together to identify what is working well in the classroom (area of reinforcement), where there is room for improvement (area of refinement), and options for professional development to support continued growth. HLPs- These are 22 practices intended to address the most critical practices that every K–12 special education teacher should master and be able to demonstrate. The selected practices are used frequently in classrooms and have been shown to improve student outcomes if successfully implemented.

28. HLP 7- Establish a consistent, organized, and respectful learning environment • By establishing, following, and reinforcing expectations of all students within the classroom, teachers will reduce the potential for challenging behavior and increase student engagement.

29. TEAM Connections- Instruction • Knowledge of Student- Teacher sometimes provides differentiated instructional methods and content to ensure students have the opportunity to master what is being taught. • Grouping-Instructional group composition is varied (e.g., race, gender, ability, and age) most of the time to best accomplish the goals of the lesson. • Motivating Students -The teacher sometimes organizes the content so that it is personally meaningful and relevant to students.

30. TEAM Connections- Environment • Managing Student Behavior- Teacher establishes rules for learning and behavior. • Environment -The classroom: welcomes most members and guests, is organized and understandable to most students, supplies, equipment, and resources are accessible, displays student work, and is arranged to promote individual and group learning. • Respectful Culture-Teacher-student interactions are generally friendly, but may reflect occasional inconsistencies, favoritism, or disregard for students’ cultures. Students exhibit respect for the teacher and are generally polite to each other. Teacher is sometimes receptive to the interests and opinions of students.

31. HLP 8- Provide positive and constructive feedback to guide students’ learning and behavior • The purpose of feedback is to guide student learning and behavior and increase student motivation, engagement, and independence, leading to improved student learning and behavior. Effective feedback must be strategically delivered and goal directed; feedback is most effective when the learner has a goal and the feedback informs the learner regarding areas needing improvement and ways to improve performance.

32. TEAM Connections- Instruction • Academic Feedback-Oral and written feedback is consistently academically focused, frequent, high quality and references expectations. Feedback is frequently given during guided practice and homework review. The teacher circulates to prompt student thinking, assess each student’s progress, and provide individual feedback. Feedback from students is regularly used to monitor and adjust instruction. Teacher engages students in giving specific and high-quality feedback to one another. • Motivating Students- The teacher regularly reinforces and rewards effort.

33. TEAM Connections- Environment • Managing Student Behavior- The teacher overlooks some inconsequential behavior, but at other times, stops the lesson to address it. The teacher deals with students who have caused disruptions, yet sometimes he or she addresses the entire class. • Respectful Culture-Teacher-student interactions demonstrate caring and respect for one another. Students exhibit caring and respect for one another.

34. HLP 9- Teach social behaviors • Teachers should explicitly teach appropriate interpersonal skills, including communication, and self-management, aligning lessons with classroom and schoolwide expectations for student behavior.

35. TEAM Connections- Planning • Instructional Plans - Teacher regularly provides differentiated instructional methods and content to ensure students have the opportunity to master what is being taught. • Student Work- connectwhat they are learning to experiences, observations, feelings, or situations significant in their daily lives both inside and outside of school.

36. TEAM Connections-Instruction • Teacher Knowledge of Student- Teacher regularly provides differentiated instructional methods and content to ensure students have the opportunity to master what is being taught. • Expectations- Teacher regularly provides differentiated instructional methods and content to ensure students have the opportunity to master what is being taught.

37. HLP 10- Conduct functional behavioral assessments to develop individual student behavior support plans • Creating individual behavior plans is a central role of all special educators. Key to successful plans is to conduct a functional behavioral assessment (FBA) any time behavior is chronic, intense, or impedes learning.

38. TEAM Connections- Environment and Instruction • Managing Student Behavior- Students are consistently well behaved and on task. Teacher and students establish clear rules for learning and behavior. The teacher overlooks inconsequential behavior. The teacher deals with students who have caused disruptions rather than the entire class. The teacher attends to disruptions quickly and firmly. The teacher uses techniques, such as social approval, contingent activities, and consequences, to maintain appropriate student behavior. • Teacher Knowledge of Students- Teacher practices display understanding of each student’s anticipated learning difficulties.

39. Wrap-Up- Jigsaw Laurie Henderson-Shelby County School District

40. JIGSAW ACTIVITY SESSION 4 ACTIVITY • Meet with your specific group (by District)- see catalog for room • Identify how information learned can be furthered in your district • Using chart paper, creatively note things you learned today and identify areas where more information is needed CLOSING ACTIVITY • Return to the Ballroom and rejoin your morning table • Complete a gallery walk to compare thoughts shared by colleagues; • At your table, share key information from the sessions you attended Table directions- select a break out section from each session to attend At the end of the day, reconvene at the same table Share out key information from the sessions you attended