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High Leverage Practices for Inclusive Classrooms (2nd ed.)

James McLeskey
Lawrence Maheady
Bonnie Billingsley
Mary T. Brownell
Timothy J. Lewis
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CEC - Routledge
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$33.95 (12% off)
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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 Practices:

  • Chapter 1: Collaborating with Colleagues to Increase Student Success
  • Chapter 2: Lead Effective Meetings with Professionals and Families 
  • Chapter 3: Collaborate with Families to Support Student Learning and Secure Needed Services 

Section 2: Assessment High Leverage Practices  

  • Chapter 4: Using Multiple Sources of Information to Develop a Comprehensive Understanding of a Student’s Strengths and Needs 
  • Chapter 5: Interpreting and Communicating Assessment Information with Stakeholders to Collaboratively Design and Implement Educational Programs  
  • Chapter 6: Using Student Assessment Data, Analyzing Instructional Practices, and Making Necessary Adjustments that Improve Student Outcomes  

Section 3: Social/Emotional/Behavioral High Leverage Practices  

  • Chapter 7: Consistent, Organized, Respectful Learning Environment  
  • Chapter 8: Using Feedback to Improve Student Outcomes  
  • Chapter 9: Teaching Social Skills  
  • Chapter 10: Conducting Functional Behavior Assessments to Develop Individualized Behavior Support Plans  

Section 4: Instruction High Leverage Practices  

  • Chapter 11: Identify and Prioritize Long- and Short-term Learning Goals  
  • Chapter 12: Systematically Design Instruction Toward a Specific Goal  
  • Chapter 13: Adapt Curriculum Tasks and Materials for Specific Learning Goals  
  • Chapter 14: Teaching Cognitive and Metacognitive Strategies to Support Learning and Independence  
  • Chapter 15: Providing Scaffolded Supports  
  • Chapter 16: Use Explicit Instruction  
  • Chapter 17: Using Flexible Grouping  
  • Chapter 18: Use Strategies to Promote Active Student Engagement  
  • Chapter 19: Using Assistive and Instructional Technologies  
  • Chapter 20: Provide Intensive Instruction  
  • Chapter 21: Teach Students to Maintain and Generalize New Learning Across Time and Settings  
  • Chapter 22: Providing Positive and Corrective Feedback  
  • Chapter 23: Reflections on High Leverage Practices for Teachers, School Leaders, and Teacher Educators

James McLeskey is a Professor in the School of Special Education, School Psychology, and Early Childhood Studies at the University of Florida, and a project staff member for the CEEDAR Center. 


Lawrence Maheady is a Professor and the Horace Mann Endowed Chair in the Exceptional Education Department at SUNY Buffalo State. 


Bonnie Billingsley is a 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 the 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 Behavioral Interventions and Supports (PBIS). 


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