SE315 Final Exam Kostelc
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315
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Feb 20, 2024
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HIGH LEVERAGE INTERVENTIONS 1
Introduction
Katelyn C. Kostelc
SE315 Summer 2021
Table of Contents Introduction………………………………………………………………………………..3
High Leverage Practices…………………………………………………………………3
Literacy Instruction
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3
Graphic Organizers
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7
Conclusion
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8
References
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9
Introduction
When someone is talking, and they just are not getting to the point, what happens? Most t likely you stopped paying attention and did not hear the rest of what they were saying. Think about how a child might feel when they are given instructions. They might not understand all of the words being spoken to them, they might have an attention deficit disorder, or the instructions might not be straight to the point. If we are people who will be giving instructions to students, including parents and teachers, we must know how to give explicit and systematic instruction. For the purpose of this writing, I will be using two HLPs: HLP11: “10 Research-Based Tips for Enhancing Literacy Instruction for Children and Adolescents With Intellectual Disability” (Lemons, Allor, Al Otaiba, & LeJeune, 2016) and HLP16: “Using Explicit and Systematic Instruction toSupport Working Memory” (Smith, Sáez, & Doabler, 2016).
High-Leverage Practices
High-Leverage Practices as quoted in article “High Leverage and Evidence Based Practices: A Promising Pair for All Learners” are as follows:
“To move in the direction of tightly structured learning opportunities for teacher candidates, scholars in general and special education (Ball & Forzani, 2011; McLeskey & Brownell, 2015) have argued that teacher educators need to identify a critical set of practices that are essential to improving student learning and behavior and can be learned in coursework, deliberately practiced in field experiences carefully structured by faculty (e.g., tutoring small groups of students in identified practices), and generalized to more loosely structured field experiences.” (McCray, 2018)
These are research driven practices that allow for all students to learn consistently across the curriculum and continuing through each grade level. Using these interventions are critical in
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order for all students to learn. High-leverage practices do many things including increase student success, establish a consistent learning environment, and provide positive and constructive feedback (McCray, 2018). Literacy Instruction
In order for a student to be successful, teachers and parents must participate in adequate communication. Students need to be able to practice at home what they are learning at school. The Literacy and Support Planning Tool is a tool developed to be used as a guide for planning and delivering literacy instruction for all learners, especially those with intellectual disabilities (Lemons, 2018). The two primary components of this literacy planning tool encourage educators to consider what the priorities of their instruction are, supports, and what access opportunities are provided (Lemon. 2018). Students must be provided the opportunity to gain exposure to different types of literature and thus be provided with the opportunity to practice applying these generalized reading skills Lemon, 2018). Five of the ten tips provided in the article “10 Research-
based tips in Literacy for Students with Intellectual Disabilities” include the following list: 1. Keep Big-Picture Goals in Mind 2. Ensure you hav
e a clear picture of the student’s current level of functioning and set meaningful, measurable goals. 3. Provide explicit, systematic reading instruction. 4. Provide instruction with sufficient intensity to accomplish goals. 5. Seek out professional development opportunities to deepen understanding of the complex process of learning to read. These tools are important for teachers but they can be beneficial to parents as well. Knowing where your child’s strengths are can help you as a parent know w
hat they need to work on at
home. Even reading to your child every night can help them in learning how to read. Once a student falls behind, they will spend the remainder of their time in school trying to reach an average learning level. In other words, once they are behind grade level they will stay behind. The big goal for students is to increase their independence as readers. By providing explicit instruction to students, it prevents disconnection and confusion for them when carrying out a task. Students with intellectual disabilities thrive on structure and consistency. Using systematic teaching allows teachers to keep instruction structured so that all students can be successful in their classroom and across curriculums- including at home. Parents should understand that they play just as much of a role in their child’s education as the educators do. Parents can meet with school leaders to plan specific goals, what is needed to meet these goals, and how to ensure that these goals are properly targeted (Lemon, 2018). Nevertheless, spend time practicing with your child in order to work towards achieving these goals, but do not overdo it. The time spent reading to your child or practicing basic skills should remain fun in order to remain a positive experience for the student (Lemon, 2018). Graphic Organizers Children can have a hard time following instructions that are long and drawn out, which goes back to the importance of providing explicit instruction. Graphic organizers can reduce the demands of working-memory processing (Smith, 2018). To hold a learner’s attention, instruction needs to be explicit. This prevents mental overload allowing students to gain significant benefits from instruction that is explicitly delivered and systematically designed (Smith, 2018). Since students with intellectual disabilities thrive on consistency, the use of graphic organizers can be essential. Graphic organizers provide structure because they already have the thinking process structured on the paper. For example, in the article “Using Explicit and Systematic Instruction to
Support Working Memory” the author provides a sample lesson taught by a teacher. The teacher, Ms. Oratio, is teaching her students about the main idea of a text. She does so by first using a whole group organizer and then when the students become more independent she will have them fill in the answers on their own. Her graphic organizer includes one circle in the center for the main idea and it is surrounded by five squares (each square is to be filled with one detail of the text). This is an excellent way to teach students the main idea because it shows them that a text will have many details, but only one can be the main idea. Ms. Oratio says, “Remember the main idea tells about all of the details in just a few words.” By having the students fill in the squares for the details first, they can then come together at the end using the details to decide what the main idea is from all of those details. Conclusion. For students become independent in the classroom, they must be given the tools to help them do so. Completion of mulistep tasks are expected but the ability to do so can depend on the capacity of their working memory and what conditions they are expected to learn in (Smith, 2018). The structuring of tasks and how these tasks are delivered can influence all learners’ ability to perform (Smith, 2018). We must remember not too present to much information at once in order to not disrupt the ability of learners’ working memory. The use of high leverage practices in addition to providing a consistent learning environment and positive, constructive feedback are critical to facilitating the working memory of students (Smith, 2018).
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References
Lemons, C. J., Allor, J. H., Al Otaiba, S., & LeJeune, L. M. (2018). 10 Research-Based Tips for Enhancing Literacy Instruction for Students With Intellectual Disability. TEACHING Exceptional Children
, 50
(4), 220
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232. https://doi.org/10.1177/0040059918758162 McCray, E., Brownell, M., Kamman, M., Robinson, S., & Center, C. E. E. D. A. R. (2018, August 22). High-Leverage and Evidence-Based Practices: A Promising Pair for All Learners
. Reading Rockets. https://www.readingrockets.org/article/high-leverage-and-
evidence-based-practices-promising-pair-all-learners. Sayeski, K. L. (2018). Putting High-Leverage Practices Into Practice. TEACHING Exceptional Children
, 50
(4), 169
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171. https://doi.org/10.1177/0040059918755021 Smith, J. L., Sáez, L., & Doabler, C. T. (2018). Using Explicit and Systematic Instruction to Support Working Memory. TEACHING Exceptional Children
, 50
(4), 250
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257. https://doi.org/10.1177/0040059918758151
Footnotes
1
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Tables
Table 1 [Table Title]
Column Head Column Head Column Head Column Head Column Head Row Head 123 123 123 123 Row Head 456 456 456 456 Row Head 789 789 789 789 Row Head 123 123 123 123 Row Head 456 456 456 456 Row Head 789 789 789 789 Note
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Figures
Figure 1
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