High Leverage Practices for Inclusive Classrooms

High Leverage Practices for Inclusive Classrooms, Second Edition offers a set of practices that are integral to the support of student learning, and that can be systematically taught, learned, and implemented by those entering the teaching profession. In this second edition, chapters have been fully updated to reflect changes in the field since its original publication, and feature all new examples illustrating the use of HLPs and incorporating culturally responsive practices. Focused primarily on Tiers 1 and 2—or work that mostly occurs with students with mild to moderate disabilities in general education classrooms—this powerful, research-based resource provides rich, practical information highly suitable for teachers, and additionally useful for teacher educators and teacher preparation programs.

Section 1: Collaboration High Leverage Practices1. Collaborating with Colleagues to Increase Student Success2. Lead Effective Meetings with Professionals and Families 3. Collaborate with Families to Support Student Learning and Secure Needed ServicesSection 2: Assessment High Leverage Practices4. Using Multiple Sources of Information to Develop a Comprehensive Understanding of a Student’s Strengths and Needs 5. Interpreting and Communicating Assessment Information with Stakeholders to Collaboratively Design and Implement Educational Programs6. Using Student Assessment Data, Analyzing Instructional Practices, and Making Necessary Adjustments that Improve Student OutcomesSection 3: Social/Emotional/Behavioral High Leverage Practices7. Consistent, Organized, Respectful Learning Environment8. Using Feedback to Improve Student Outcomes9. Teaching Social Skills10. Conducting Functional Behavior Assessments to Develop Individualized Behavior Support PlansSection 4: Instruction High Leverage Practices11. Identify and Prioritize Long- and Short-term Learning Goals12. Systematically Design Instruction Toward a Specific Goal13. Adapt Curriculum Tasks and Materials for Specific Learning Goals14.Teaching Cognitive and Metacognitive Strategies to Support Learning and Independence15. Providing Scaffolded Supports16. Use Explicit Instruction17. Using Flexible Grouping18. Use Strategies to Promote Active Student Engagement19. Using Assistive and Instructional Technologies20. Provide Intensive Instruction21.Teach Students to Maintain and Generalize New Learning Across Time and Settings22. Providing Positive and Corrective Feedback23. Reflections on High Leverage Practices for Teachers, School Leaders, and Teacher Educators

James McLeskey is Professor in the School of Special Education, School Psychology, and Early Childhood Studies at the University of Florida, and project staff member for the CEEDAR Center. Lawrence Maheady is Professor and Horace Mann Endowed Chair in the Exceptional Education Department at SUNY Buffalo State. Bonnie Billingsley is Professor of Teaching and Learning at Virginia Tech. She teaches in both the teacher preparation and doctoral programs at Virginia Tech. Mary T. Brownell is a Distinguished Professor of Special Education at the University of Florida and Director of the Collaboration for Effective Educator Development, Accountability and Reform (CEEDAR) Center. Timothy J. Lewis is Curators’ Distinguished Professor of Special Education, Director of the University of Missouri Center for School-wide Positive Behavior Support, and Co-director of the Center on Positive Behavioural Interventions and Supports (PBIS).