HLP6 - Make Adjustments to Improve Student Outcomes

RMTC-DHH dives into the sixth high-leverage practice (HLP) from the Collaboration for Effective Educator Development, Accountability and Reform (CEEDAR) Center and the Council for Exceptional Children (CEC)’s publication High-Leverage Practices in Special Education. HLP6 states, "Use student assessment data, analyze instructional practices, and make necessary adjustments that improve student outcomes." Learn about the "Cycle of Continuous Improvement" and how it relates to educating students who are deaf/hard of hearing.

Music written and produced by Samuel McIntire

RMTC-DHH Related Resources:

• TA-Live!
  • High-Leverage Practices Archive
  • Optimizing Outcomes Principle 7: Progress Monitoring
  • Keeping It All Together: Progress Monitoring and Record-Keeping Binders for the ToDHH
     
• Tech Notes:
  • May 2022 HLP6: Make Adjustments to Improve Student Outcomes
  • April 2022 HLP5: Interpreting & Communicating Data
  • Feb 2022 HLP4: Data Collection and Comprehensive Learner Profiles
  • March 2021 Optimizing Outcomes Principle 7: Progress Monitoring
  • January 2020 Progress Monitoring
     
• Teacher Spotlight:
  • Kasey Hutchinson & Amy Kuespert on Using Data to Make Improvements
  • Felicia Massie on Progress Monitoring Notebooks

References

Florida Department of Education [FDOE]. (n.d.) National Center on Educational Outcomes –6 Key Leadership Practices: Florida Department of Education (FDOE) Bureau of Exceptional Education and Student Services Theory of Action. https://www.fldoe.org/core/fileparse.php/7672/urlt/Theoryofaction.pdf?msclkid=5869abe9ba9311ecb21bee7d60e8b73b 

Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. New York, NY: Routledge.

Hattie, J. (2018). Hattie ranking: Student effects. Retrieved January 2022, from Visible Learning: https://visible-learning.org/hattie-ranking-influences-effect-sizes-learning-achievement/hattie-ranking-student-effects/

IRIS Center (n.d.). High-leverage practices. Resources. https://iris.peabody.vanderbilt.edu/resources/high-leverage-practices/

McLeskey, J., Barringer, M-D., Billingsley, B., Brownell, M., Jackson, D., Kennedy, M., Lewis, T., Maheady, L., Rodriguez, J., Scheeler, M. C., Winn, J., & Ziegler, D. (2017, January). High-leverage practices in special education. Arlington, VA: Council for Exceptional Children & CEEDAR Center. https://highleveragepractices.org/

National Center on Educational Outcomes [NCEO]. (n.d.). Key practices. http://www.movingyournumbers.org/key-practices 

Shapiro, E.S. (2008). Best practices in setting progress monitoring goals for academic skill improvement. In A. Thomas & J. Grimes (Eds.), Best practices in school psychology V (pp. 144-158). National Association of School Psychologists. Retrieved from http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.483.6566&rep=rep1&type=pdf. 

What Works Clearinghouse. (2009, September). Using student achievement data to support instructional decision making (NCEE 2009-4067). Washington, DC: U.S. Department of Education, Institute of Education Sciences. Retrieved from http://ies.ed.gov/ncee/wwc/Docs/PracticeGuide/dddm_pg_092909.pdf