Requirements:
Choose one high-leverage practice (HLP) from Domain 3: Instruction in Behavior and Academics.
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- Provide a written summary of the practice you chose (approximately 1-2 paragraphs) that highlights the most important details including what the practice is, how the practice is used, and the research supporting the practice.
- Create an infographic/poster that would explain your chosen HLP to a group of new Special Education Teachers. This infographic should include the key points you included in your summary. An infographic (information graphic) is a representation of information in a graphic format designed to make the data easily understandable at a glance. People use infographics to quickly communicate a message, simplify the presentation of large amounts of data, see data patterns and relationships, and monitor changes in variables.
This assignment is worth a total of 25 points as shown below.
| Written Summary (10 points) | Includes information about what the practice looks like in classrooms, if there is a specific connection to IDEA, and the research supporting this practice. |
| Infographic (15 points) | Provides a visual representation of the practice, includes important notes about the research supporting this practice, and examples of its use. |
Example: Please choose an HLP other than HLP15
Summary for HLP15 Provide scaffolded supports.
According to McLeskey et al, (2017), scaffolded supports are often planned, or sometimes on-the-fly layers of support provided to students as they work to master a new task until they are able to complete the task independently. These scaffolds should be implemented based on a student’s independent level and Zone of Proximal Development. In order for these supports to be most effective, the teacher needs to have a deep understanding of all the skills needed to complete the task and of the student’s current independent level.
The idea of scaffolded supports is supported in research beyond just Vygotsky’s zone of proximal development. Some researchers have looked at the effectiveness of scaffolded supports within curriculum or ‘packages’ or even for individual students such as graphic organizers, modeling, cue cards, and strategies. These researchers have found that these included scaffolds had high effects on the students’ achievement levels. Key to making these scaffolded supports successful, is decreasing supports as the student becomes more independent with the task.
