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• Title:High leverage practices for inclusive classrooms / edited by James McLeskey, Lawrence Maheady, Bonnie Billingsley, Mary Brownell, and Timothy J. Lewis.
  
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• Other Contributors/Collections:McLeskey, James, 1949-
  Taylor & Francis eBooks A-Z
  
• Published/Created:New York : Routledge, 2019.
  

• Holdings

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  • Location:ONLINEWhere is this?
    
  • Call Number: LC1200
    
  • Number of Items:
    0
  • Status:No information available 

   
• Library of Congress Subjects:Inclusive education.
  Classroom management.
  Children with disabilities--Education.
  
• Subject(s):Electronic books.
  
• Description:1 online resource
  
• Terms governing use:Access may be restricted to institutions with a site license.
  
• Notes:Includes bibliographical references and index.
  Description based on print version record and CIP data provided by publisher.
  
• ISBN:9781315176093
  9781138039193
  
• Contents:Collaborating 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.