Description
Taylor & Francis High Leverage Practices For Inclusive Classrooms 1St Edition by James McLeskey
High Leverage Practices for Inclusive Classrooms offers a set of practices that are integral to thesupport of student learning, and that can be systematically taught, learned, and implemented bythose entering the teaching profession. The book focuses primarily on Tiers 1 and 2, or work thatmostly 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 educatorsand teacher preparation programs. This powerful, research-based resource offers twenty-two brief,focused chapters that will be fundamental to effective teaching in inclusive classrooms. 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 Colon 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