03993nam a2200337 i 4500999001700000001000600017003000900023005001700032008004100049010001700090020002400107020002400131020002400155040003800179042000800217050002200225082001700247245015800264260005800422300002700480504005100507505274800558526000803306650003203314650003303346650005003379700003503429852004003464942001203504952013903516  c40480d4048034351BD-DhAAL20190320155346.0190320t2019    nyu      b    001 0 eng    a  2018009737  a9781138039186 (pbk)  a9781138039193 (hbk)  z9781315176093 (ebk)  aDLCbengcDLCerdadDLCdBD-DhAAL  apcc00aLC1200b.H55 201900a371.904622300aHigh leverage practices for inclusive classrooms /cedited by James McLeskey, Larry Maheady, Bonnie Billingsley, Mary T . Brownell, and Timothy J. Lewis.  aNew York :bRoutledge, Taylor & Francis Group,c2019.  axv, 343 pages ;c26 cm  aIncludes bibliographical references and index.0 aCollaborating with colleagues to increase student success / Marilyn Friend & Tammy Barron -- Leading effective meetings with professionals and families / Jocelyn Washburn & Bonnie Billingsley -- Collaborate with families to support students learning and secure needed services / Mayumi Hagiwara & Karrie A. Shogren -- Using multiple sources of information to develop a comprehensive understanding of a student's strengths and needs / Amber Benedict, Kyena Cornelius, & Kelly Acosta -- Interpreting and communicating assessment information with stakeholders to collaboratively design and implement educational programs / Margaret Kamman & Erica D. McCray -- 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 -- Consistent, organized, respectful learning environment / Talida State, Barbara S. Mitchell, and Joseph Wehby -- High leverage practice : using geedback to improve dtudent outcomes / Allison Bruhn, Jennifer Freeman, Regina Hirn, Lee Kern -- Teaching social skills / Sara McDaniel, Imad Zaheer, and Terrance M. Scott -- Conducting functional behavior assessments to develop individualized behavior support plans / Blair Lloyd, Howard Wills, and Timothy J. Lewis -- Identify and prioritize long- and short-term learning goals / Sheila R. Alber-Morgan, Moira Konrad, Terri Hessler, Maria R. Helton, and Alana Oif Telesman -- Systematically design instruction toward a specific learning goal / Moira Konrad, Terri Hessler, Sheila R. Alber-Morgan, Carrie A. Davenport, and Maria R. Helton -- Adapt curriculum tasks and materials for specific learning goals / Sheila R. Alber-Morgan, Maria R. Helton, Alana Oif Telesman, and Moira Konrad -- Teaching cognitive and metacognitive strategies to support learning and independence / Shannon Budin, Angela L. Patti, & Lisa A. Rafferty -- Provide scaffolded supports / Troy Mariage, Judith Winn, and Arfang Dabo -- Use explicit instruction / Charles A. Hughes, Paul J. Riccomini, Jared R. Morris -- Using flexible grouping / Larry Maheady, Tim Zgliczynski, & Gliset Colón -- Use strategies to promote active student engagement / William L. Heward -- Use assistive and instructional technologies /  Maya Israel -- Provide intensive instruction / Devin Kearns, Marney S. Pollack, and Victoria M. Whaley -- Teach students to maintain and generalize new learning across time and settings /  Mary Catherine Scheeler, David L. Lee, and Andrew M. Markelz -- Providing positive and corrective feedback / Kristen Merrill O'Brien, Michelle M. Cumming, and Elizabeth Bettini -- Some final thoughts regarding high leverage practices.  aAAL 0aInclusive education.930277 0aClassroom management.930278 0aChildren with disabilitiesxEducation.9302791 aMcLeskey, James,d1949-930280  aAyesha Abed LibrarycGeneral Stacks  2ddccBK  00102ddc4070aBRACULbBRACULcGENd2019-02-26eParamag1771.45l0o371.9046 HIGp3010034351r2019-02-26t1v1771.45w2019-02-26yBK