Effective collaboration allows professionals to coordinate their efforts so that students with disabilities have the best possible opportunities to achieve their individual goals. Join this session to learn tools and processes for special educators to lead collaborative teaming with colleagues through co-teaching partnerships and by facilitating data-driven decision-making meetings.

Presented by Jocelyn Washburn, Ph.D., Center for Research on Learning and Bonnie Billingsley, Ed.D., Virginia Tech

Join this session as we walk through the comprehensive HLP Faculty Guides designed to help you seamlessly integrate training for HLPs into your courses. Learn how to:

• Equip candidates with actionable tips: Discover effective strategies to support candidates in understanding and mastering HLPs.
• Spark impactful discussions: Utilize guiding questions to facilitate meaningful conversations, self-reflection, and observer feedback.
• Identify observable behaviors: Gain clarity on how to recognize HLP implementation in the classroom setting.
• Leverage resources: Access valuable references and additional materials for each HLP to deepen your knowledge and support candidates.

Don't miss this opportunity to revolutionize your teacher preparation program and empower future educators to achieve success!

Presented by Paula Lancaster, Ph.D., Central Michigan University

Join this session to discover how high-leverage practices (HLPs) can be implemented in early childhood settings. Learn evidence-based strategies to cultivate strong relationships, differentiate instruction, and create inclusive learning environments, ultimately maximizing learning outcomes for our youngest learners.

Presented by Katy Chapman, Ph.D., Anita Zucker Center for Excellence in Early Childhood Studies

In a systematic synthesis on school leadership, one of four key behaviors of principals that influence student learning is facilitating productive collaboration and professional learning communities (Grissom et al., 2021). Effective collaboration requires intentional and deliberate planning, practice, and engagement as well as time, schedules, and professional learning. Join this session to learn essential and systematic ways school administrators can support effective collaboration.

Presented by Jocelyn Washburn, Ph.D., Center for Research on Learning and Bonnie S. Billingsley, Ed.D., Virginia Tech

Seamlessly blending HLPs can maximize learning and drive measurable progress for every student. Join us to learn about the powerful integration of explicit instruction and data-driven planning.

Presented by Dena D. Slanda, Ph.D. and Brittany Sterrett, Ph.D., American Institutes for Research

Assessment plays a foundational role in instructional and behavioral planning.  In this session we will introduce one Pillar Practice (HLP 6) and four Embedded HLPs (HLPs 4, 5, 11 & 12) that work together and form the newly designed Data-Driven Planning domain. Using data to drive instructional planning is important for all educators.  However, within today’s diverse classrooms effective educators need to be more than knowledgeable with classroom assessment but also be skilled in using, interpreting, and applying data. Participants will discuss the cycle of data-driven planning and how to integrate this process into their practice to ensure every student has an equitable opportunity to achieve.

Presented by Meg Kamman, Ph.D., CEEDAR Center

This session will explore the use of instructional and assistive technology to support learners with disabilities. The foundations of Universal Design for Learning and SETT framework for AT evaluation will be an essential part of this presentation to ensure a systematic and thoughtful design. 

Presented by Aleksandra Hollingshead, Ed.D., University of Idaho

Collaborating with families is an essential skill for beginning special educators to develop and is considered a Pillar High Leverage Practice in the newly revised High-Leverage Practices for Students with Disabilities. Pillar practices are the most critical HLPs to initially master as educators enter the field. Educators work to establish genuine partnerships "with" families in all aspects of teaching, planning, assessing, and supporting students with disabilities while using a variety of culturally inclusive pedagogies and practices. This session will review the updated HLP within the Collaboration domain of the newly revised text.

Presented by Terese C. Aceves, Ph.D., Loyola Marymount University

In an effort to best support all students in educational settings, teachers need to understand how to be culturally inclusive and acknowledge individual intersectionality.  This session will define culturally inclusive pedagogy and practice (CIPP) and detail ways to infuse CIPP into HLPs.

Presented by Jonte' C. Taylor (JT), Ph.D., Pennsylvania State University and Elizabeth Harkins, Ed.D., William Paterson University of New Jersey

This session will focus on application of the HLPs. You know what you are teaching, but do your candidates? Participants will discuss activities created for higher education – teacher preparation programs to reinforce the learning of HLPs and EBPs. Help candidates create a tool-box of various EBPs and the HLPs needed for implementation. To deliver effective instruction candidates and teachers alike need to view the EBPs and HLPs as a “Promising Pair”.

Presented by Kyena Cornelius, Ed.D., University of Florida

This session will focus on the basics of intensifying and individualizing instruction for students with significant and persistent learning and behavioral needs. Participants will explore resources to support them in using data to make decisions about adapting instruction based on student needs.

Presented by Lindsay Hayes, M.Ed., American Institutes for Research

In this session, we will provide a quick overview of HLPs 1, 3, and 10. Then we will discuss how they can be integrated into practice and combined to increase the effectiveness of supports and interventions.

Presented by Shanna Hirsch, Ph.D.; Logan Qualls, M.Ed.; and Mya Kelley, M.A., CCC-SLP, Clemson University

Over the past few years, the field of special education has embraced the high-leverage practices (HLPs). This session for coaches and supervisors is packed with practical tips, real-world examples, and actionable strategies. Leave ready to help your teachers transform their classroom and empower their students!

Presented by Michael J. Kennedy, Ph.D., University of Virginia

In this session, we will provide a variety of different engagement strategies that educators of all levels can apply to their practice to promote active student engagement in their classes. Strategies will include low-tech and tech-friendly options as well as suggestions on how educators can discern the level of engagement when using each strategy. We will also provide advice on how to determine the best balance of engagement strategies for educators’ particular classrooms in order to achieve optimal student engagement levels.

Presented by Jamie Day, Ph.D., University of Missouri; Kat D. Alves, Ph.D., Longwood University; Nathan P. Welker, M.Ed., University of Virginia; Danielle A. Waterfield, M.T., University of Virginia