High Leverage Practices for Inclusive Classrooms 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. The book focuses primarily on Tiers 1 and 2, or work that
mostly occurs with students with mild disabilities in general education classrooms; and provides rich,
practical information highly suitable for teachers, but that can also be useful for teacher educators
and teacher preparation programs. This powerful, research-based resource offers twenty-two brief,
focused chapters that will be fundamental to effective teaching in inclusive classrooms.
Table of Contents
Section 1: Collaboration High Leverage Practices HLP 1: Collaborating with Colleagues to Increase Student Success Marilyn Friend & Tammy Barron HLP 2: Chapter 2: Leading Effective Meetings with Professionals and Families Jocelyn Washburn & Bonnie Billingsley HLP 3: Collaborate with Families to Support Students Learning and Secure Needed Services Mayumi Hagiwara & Karrie A. Shogren Section 2: Assessment High Leverage Practices HLP 4: Using Multiple Sources of Information to Develop a Comprehensive Understanding of a Student’s Strengths and Needs Amber Benedict, Kyena Cornelius, & Kelly Acosta HLP 5: Interpreting and Communicating Assessment Information with Stakeholders to Collaboratively Design and Implement Educational Programs Margaret Kamman & Erica D. McCray HLP 6: Using Student Assessment Data, Analyzing Instructional Practices, and Making Necessary Adjustments that Improve Student Outcomes Erica S. Lembke, R. Alex Smith, Cathy Newman Thomas, Kristen L. McMaster, and Erica N. Mason Section 3: Social/Emotional/Behavioral High Leverage Practices HLP 7: Consistent, Organized, Respectful Learning Environment Talida State, Barbara S. Mitchell, and Joseph Wehby HLP 8: High Leverage Practice: Using Feedback to Improve Student Outcomes Allison Bruhn, Jennifer Freeman, Regina Hirn, Lee Kern HLP 9: Teaching Social Skills Sara McDaniel, Imad Zaheer, and Terrance M. Scott HLP 10: Conducting Functional Behavior Assessments to Develop Individualized Behavior Support Plans Blair Lloyd, Howard Wills, and Timothy J. Lewis Section 4: Instruction High Leverage Practices HLP 11: Identify and Prioritize Long- and Short-term Learning Goals Sheila R. Alber-Morgan, Moira Konrad, Terri Hessler, Maria R. Helton, and Alana Oif Telesman HLP 12: Systematically Design Instruction Toward a Specific Learning Goal Moira Konrad, Terri Hessler, Sheila R. Alber-Morgan, Carrie A. Davenport, and Maria R. Helton HLP 13: Adapt Curriculum Tasks and Materials for Specific Learning Goals Sheila R. Alber-Morgan, Maria R. Helton, Alana Oif Telesman, and Moira Konrad HLP 14: Teaching Cognitive and Metacognitive Strategies to Support Learning and Independence Shannon Budin, Angela L. Patti, & Lisa A. Rafferty HLP 15: Provide Scaffolded Supports Troy Mariage, Judith Winn, and Arfang Dabo HLP 16: Use Explicit Instruction Charles A. Hughes, Paul J. Riccomini, Jared R. Morris HLP 17: Using Flexible Grouping Larry Maheady, Tim Zgliczynski, & Gliset Colón HLP 18: Use Strategies to Promote Active Student Engagement William L. Heward HLP 19: Use Assistive and Instructional Technologies Maya Israel HLP 20: Provide Intensive Instruction Devin Kearns, Marney S. Pollack, and Victoria M. Whaley HLP 21: Teach Students to Maintain and Generalize New Learning Across Time and Settings Mary Catherine Scheeler, David L. Lee, and Andrew M. Markelz HLP 22: Providing Positive and Corrective Feedback Kristen Merrill O’Brien, Michelle M. Cumming, and Elizabeth Bettini Chapter 23: Some Final Thoughts Regarding High Leverage Practices
James McLeskey is Professor in the School of Special Education, School Psychology, and Early Childhood Studies at the University of Florida.
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 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 Professor of Special Education at the University of Missouri. Dr. Lewis is the Associate Editor of the Journal of Positive Behavior Interventions and is a member of thirteen other editorial boards.
"High Leverage Practices for Inclusive Classrooms would be useful for teachers at all levels. Beginning special educators will find the text well-organized and easy to read. The chapters on instruction provide specific research-based interventions for inclusion in undergraduate and graduate methods courses. Practicing teachers, even those with many years’ experience, will find practical ideas in the chapters on collaboration."
—Dee Berlinghoff, Ph.D., Professor of Emerita of Education, Mount Saint Mary College
"As a landmark practical resource for high leveraged practices based on scientific evidence for high incidence populations, this book is a must have for understanding how to best instruct students with disabilities while addressing the accountability demands of the field of special education. The introduction of high leveraged practices will long serve as an umbrella for new and existing educational initiatives, such as MTSS and PBIS."
—Mary Lynn Boscardin, Professor, College of Education, University of Massachusetts Amherst
"High Leverage Practices for Inclusive Classrooms is a must-have for all educators, leaders, and service providers working in general education inclusive classrooms. The book provides a wealth of resources, practical examples, tips, summaries, and relevant research sure to make the work of educators more efficient, engaging, effective, and responsive to the needs of students in inclusive classrooms. I will encourage all preservice and inservice teachers with whom I work to have a copy in their professional library. I want to thank the editors and authors for creating a publication that will be such an asset to the field of education and all those who work in it."
—Melinda Leko, PhD, Associate Professor, University of Wisconsin-Madison