000			04326nam a2200349 i 4500
999			_c40480 _d40480
001			34351
003			BD-DhAAL
005			20190320155346.0
008			190320t2019 nyu b 001 0 eng
010			_a 2018009737
020			_a9781138039186 (pbk)
020			_a9781138039193 (hbk)
020			_z9781315176093 (ebk)
040			_aDLC _beng _cDLC _erda _dDLC _dBD-DhAAL
042			_apcc
050	0	0	_aLC1200 _b.H55 2019
082	0	0	_a371.9046 _223
245	0	0	_aHigh leverage practices for inclusive classrooms / _cedited by James McLeskey, Larry Maheady, Bonnie Billingsley, Mary T . Brownell, and Timothy J. Lewis.
260			_aNew York : _bRoutledge, Taylor & Francis Group, _c2019.
300			_axv, 343 pages ; _c26 cm
504			_aIncludes bibliographical references and index.
505	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.
526			_aAAL
650		0	_aInclusive education. _930277
650		0	_aClassroom management. _930278
650		0	_aChildren with disabilities _xEducation. _930279
700	1		_aMcLeskey, James, _d1949- _930280
852			_aAyesha Abed Library _cGeneral Stacks
942			_2ddc _cBK