Online ISSN: 2325-7466
2006
Triannual
National Association of Special Education Teachers (NASET)
United States

Articles

Evaluating Special Educators Knowledge of High Leverage Practices: Finding a High-Leverage Rubric

Emily Smith, Ed.D., Pamela Brezenski, Jessica Broderick, Dennis Cavitt, Ed.D.
  • Emily Smith, Ed.D. (Author) University of Alaska Southeast image/svg+xml
    Emily Smith, Ed.D., is currently an Associate Professor at the University of Alaska Southeast where she teaches special education courses to graduate and undergraduate students. Dr. Smith is a former public school teacher, educational diagnostician and special education supervisor. She has spent over 20 years working in the public and private school sector with students with disabilities as well as gifts and talents. Her research interests include various areas of special education, teacher assessment and post-secondary transition.
  • Pamela Brezenski (Author) Educational Service Unit #13, Nebraska
    Pamela Brezenski is currently serving as a Special Education Project Manager with Educational Service Unit #13. Her current project is Get SET Nebraska, an OSEP funded special education retention grant. Her previous experience includes working as a Special Education Administrator, Transition Coordinator, K-21 Special Education Teacher, and an Elementary Education Teacher. She maintains a strong interest in mentoring new special education teachers, inclusive practice/universal design for learning information dissemination and high-leverage practices in special education.
  • Jessica Broderick (Author) Educational Service Unit #13, Nebraska
    Jessica Broderick is the Director of Special Education at Educational Service Unit 13 in Scottsbluff, Nebraska. Jessica has worked as a speech-language pathologist serving students birth-21 through traditional speech therapy and augmentative alternative communication (AAC) consultation and collaboration. She has also served as ESU 13’s secondary transition specialist and special education program coordinator.
  • Dennis Cavitt, Ed.D. (Author) Wood County Special Education, SSA
    Dennis Cavitt, Ed.D., LSSP. Dr. Cavitt is a School Psychologist for a special education co-Op in East Texas. He has 40 years of experience in the field of special education, including 18 years in Higher Education training preservice teachers and educational diagnosticians where he provided training on the High Leverage Practices. Dr. Cavitt is very involved in the Council for Exceptional Children (CEC) at the state and international level. He has served as a board member and president for both.
DOI
https://doi.org/10.64546/jaasep.553
Abstract
Special Education teachers are often held to the same accountability standards as general education standards when it comes to effective teaching. This can cause frustration and disconnect between professionals and their job description. A set of research-based, high-leverage practices has been developed to provide special education teachers with guidance as to what makes them an effective teacher. While the use of high-leverage practices has been accepted and implemented into many districts for teacher effectiveness, special educators need more systematic methods for evaluating the effectiveness of their practice using high-leverage practices. The purpose of this study was to create a tool for administrators to use in providing direct, content level guidance related to high-leverage practices. The purpose of this study was to create a tool through the use of the recommended high-leverage practices that can be used to adequately evaluate special educators’ performance in the classroom and the inclusive setting.
Keywords
Educational Practices, Elementary School Teachers, Evidence Based Practice, Knowledge Level, Scoring Rubrics, Secondary School Teachers
References

Brown, R. (2016) What is evidenced-based instruction. Illuminate education. https://www.illuminateed.com/blog/2016/08/what-is-evidence-based-instruction/#:~:text=Evidence%2Dbased%20instruction%20includes%20materials,or%20more%20experimental%20research%20studies

Brownell, M. T., Lauterbach, A. A., Dingle, M. P., Boardman, A. G., Urbach, J. E., Leko, M., ...

Park, Y. (2014). Individual and contextual factors influencing special education teacher learning in Literacy Learning Cohorts. Learning Disabilities Quarterly, 34, 31–44. https://doi.org/doi:10.1177/0731948713487179 DOI: https://doi.org/10.1177/0731948713487179

Brownell, M. T., Ciullo, S., & Kennedy, M. J. (Winter 2020-2021). High-leverage practices: Teaching students with disabilities and all students who need a learning boost. American educator. 44(4), 12-18 Brownell, M. T., Holdheide, L., Kamman, M. L., & McCray, E. D. (Winter 2020-2021). Systemic support for special education: Making it a more intregal part of general teacher preparation. American educator. 44(4), 18-19.

Caffrey, E., Fuchs, D., & Fuchs, L. S. (2008). The predictive validity of dynamic assessment: A review. The Journal of Special Education, 41, 254–270. https://doi.org/doiL10.1177/0022466907310366 DOI: https://doi.org/10.1177/0022466907310366

Cook, B. G., & Cook, S. C. (2013). Unraveling evidence-based practices in special education. The Journal of Special Education, 47, 71–82. https://doi.org/doi:10.1177/0022466911420877 DOI: https://doi.org/10.1177/0022466911420877

Council for Exceptional Children (2021, August, 1). Professional preparation standards. CEC. https://exceptionalchildren.org/professional-preparation-standards.

Cornelius-White, J. & Harbaugh, A. (2010). Learner-centered instruction: Building relationships for student success. Los Angeles, CA: SAGE. DOI: https://doi.org/10.4135/9781483349183

Falcomata, T. S., & Wacker, D. P. (2013). On the use of strategies for programming generalization during functional communication training: A review of the literature. Journal of Developmental and Physical Disabilities, 25, 5–15. https://doi.org/doi:10.1007/s10882-012-9311-3 DOI: https://doi.org/10.1007/s10882-012-9311-3

Francis, G. L., Gross, J. M. S., Turnbull, A. P., & Turnbull, H. R. (2013). The Family Employment Awareness Training (FEAT): A mixed-method follow-up. Journal of Vocational Rehabilitation, 39, 167–181. DOI: https://doi.org/10.3233/JVR-130652

Fuchs, D., Fuchs, L. S., & Vaughn, S. (2014). What is intensive instruction and why is it important? Teaching Exceptional Children, 46(4), 13–18. https://doi.org/doi:10.1177/0040059914522966 DOI: https://doi.org/10.1177/0040059914522966

Fuchs, L. S., Fuchs, D., Compton, D.L., Wehby, J., Schumacher, R. F., Gersten, R., & Jordan, N.C. (2015). Inclusion versus specialized intervention for very low-performing students: What does access mean in an era of academic challenge? Exceptional Children, 81, 134–157. https://doi.org/10.1177/0014402914551743 DOI: https://doi.org/10.1177/0014402914551743

Hattie, J. A. C. (2008). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. New York, NY: Routledge. DOI: https://doi.org/10.4324/9780203887332

Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77, 81–112. DOI: https://doi.org/10.3102/003465430298487

Israel, M., Marino, M., Desilio, L., & Serianni, B. (2014, September). Supporting content learning through technology for K-12 students with disabilities (CEEDAR Document No. IC10). Retrieved from http://ceedar.education.ufl.edu/wp-content/uploads/2014/09/IC-10_FINAL_09-10-14.pdf

Jensen, E. (2013). Engaging students with poverty in mind: Practical strategies for raising achievement. Alexandria, VA: ASCD.

Konrad, M., Joseph, L. M., & Eveleigh, E. (2009). A meta-analytic review of guided notes. Education and Treatment of Children, 32, 421–444. https://doi.org/doi:10.1353/etc.0.0066 DOI: https://doi.org/10.1353/etc.0.0066

McLeskey, J., Barringer, M. D., Billingsly, B., Brownell, M., Jackson, D., Kennedy, M., Lewis, T., Maheady, L., Rodriguiez, J., Scheeler, M. C., Winn, J., & Ziegler, D. (2017). High-leverage practices in special education. Council for Exceptional Children & CEEDAR Center.

Mesmer, E. M., Duhon, G. J., & Dodson, K. (2007). The effects of programming common stimuli for enhancing stimulus generalization of academic behavior. Journal of Applied Behavior Analysis, 40, 553–557. https://doi.org/doi:10.1177/1540796915586191doi:10.1901/jaba.2007.40-553 DOI: https://doi.org/10.1901/jaba.2007.40-553

Moats, L. (2014, April 3). When older kids can’t read: What does the newest research say? [Webinar]. Retrieved from https://voyagersopris.wistia.com/medias/2gabrx8srf

Moore, D. W., & Readence, J. E. (1984). A quantitative and qualitative review of graphic organizer research. Journal of Educational Research, 78(1), 11–17. DOI: https://doi.org/10.1080/00220671.1984.10885564

Nesbit, J. C., & Adesope, O. O. (2006). Learning with concepts and knowledge maps: A meta analysis. Review of Educational Research, 76, 413–448. https://doi.org/doi:10.1177/1540796915586191doi:10.3102/00346543076003413 DOI: https://doi.org/10.3102/00346543076003413

No Child Left Behind Act of 2001(2002)., Pub. I, No. 107-110, 115 Stat. 1425.

Okolo, C. M., & Bouck, E. C. (2007). Research about assistive technology: 2000– 2006. What have we learned? Journal of Special Education Technology, 22, 19–33. DOI: https://doi.org/10.1177/016264340702200303

Overton, T. (2015). Assessing learners with special needs. Pearson.

Palmer, S. B., Fleming, K. K., Summers, J.A., Erwin, E.J., Maude, S. P.,Brotherson, M.J., Stroup-Rentier, V., Haines, S.J., Zheng, Y. Z., Peck, N. F., & Wu, H. (2019). Foundations for self-determination in early childhood: Preliminary preschool study. Advances in Neurodevelopment Disorders. 3(2), 188-196. https://doi.org/doi:10.1177/1540796915586191doi:10.1007/s41252-019-00106-0 DOI: https://doi.org/10.1007/s41252-019-00106-0

Schumm, J. S., Moody, S. W., & Vaughn, S. (2000). Grouping for reading instruction: Does one size fit all? Journal of Learning Disabilities, 33, 477–488. https://doi.org/doi:10.1177/1540796915586191doi:10.1177/002221940003300508 DOI: https://doi.org/10.1177/002221940003300508

Schumm, J. S., & Vaughn, S. (1992). Planning for mainstreamed special education students: Perceptions of general education students. Exceptionality, 3, 81–98. https://doi.org/doi:10.1177/1540796915586191doi:10.1080/09362839209524799 DOI: https://doi.org/10.1080/09362839209524799

Schumm, J. S., Vaughn, S., & Saumell, L. (1992). What teachers do when the textbook is tough: Students speak out. Journal of Reading Behavior, 24, 481– 503. https://doi.org/doi:10.1177/1540796915586191doi:10.1080/10862969209547792 DOI: https://doi.org/10.1080/10862969209547792

Scruggs, T. E., & Mastropieri, M. A. (1989). Mnemonic instruction of LD students: A field based evaluation. Learning Disability Quarterly, 12, 119–125. doi:10.2307/1510727 DOI: https://doi.org/10.2307/1510727

Shogren, K. A. (2012). Hispanic mothers’ perceptions of self-determination. Research and Practice for Persons with Severe Disabilities, 37, 170–184. https://doi.org/doi:10.2511/027494812804153561 DOI: https://doi.org/10.2511/027494812804153561

Shogren, K. A., McCart, A., Lyon, K. J., & Sailor, W. (2015). All means all: Building knowledge for inclusive schoolwide transformation. Research and Practice for Persons with Severe Disabilities, 40, 173–191. https://doi.org/doi:10.1177/1540796915586191 DOI: https://doi.org/10.1177/1540796915586191

Smith, S. J., & Okolo, C. (2010). Response to intervention and evidence-based practices: Where does technology fit? Learning Disability Quarterly, 33, 257– 272. doi:10.1177/073194871003300404 DOI: https://doi.org/10.1177/073194871003300404

Thurlings, M., Vermeulen, M., Bastiaens, T., & Stijnen, S. (2013). Understanding feedback: A learning theory perspective. Educational Research Review, 9, 1–15. doi:10.1016/j.edurev.2012.11.004 DOI: https://doi.org/10.1016/j.edurev.2012.11.004

Vaughn, S., Wanzek, J., Murray, C. S., & Roberts, G. (2012). Intensive interventions for students struggling in reading and mathematics: A practice guide. Portsmouth, NH: RMC Research Corporation, Center on Instruction. Retrieved from http://files.eric.ed.gov/fulltext/ED531907.pdf

Vaughn, S., Danielson, L., Zumetta, R., & Holdheide, L. (2015, August). Deeper learning for students with disabilities (Deeper Learning Research Series). Boston, MA: Jobs for the Future. What Works Clearinghouse. (2009a, February). Assisting students struggling in reading: Response to intervention (RtI) and multi-tier intervention in the primary grades (NCEE 2009-4045). Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education. Retrieved from https://ies.ed.gov/ncee/wwc/Docs/PracticeGuide/rti_reading_pg_021809.pdf

Young, J., Morgan, R. L., Callow-Heusser, C. A., & Lindstrom, L. (2016). The effects of parent training on knowledge of transition services for students with Disabilities. Career Development and Transition for Exceptional Individuals, 39, 79–87. doi:10.1177/2165143414549207 DOI: https://doi.org/10.1177/2165143414549207

There are 37 references in total.
How to Cite
Smith, E., Brezenski, P., Broderick, J., & Cavitt, D. (2024). Evaluating Special Educators Knowledge of High Leverage Practices: Finding a High-Leverage Rubric. Journal of the American Academy of Special Education Professionals, 19(2), 104-116. https://doi.org/10.64546/jaasep.553

Spring/Summer 2024

Article Information

  • Article Type Articles
  • Submitted April 20, 2024
  • Published June 15, 2024
  • Issue Spring/Summer 2024
  • Section Articles
  • File Downloads 0
  • Abstract Views 0
  • Altmetrics
  • Share
Download data is not yet available.