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High leverage practices and students with extensive support needs /

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MARC

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620440

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20230522164840.0

008		230502s2023 nyua b 000 0 eng d
010		\|a 2022021151
020		\|a9781032007908\|q(hbk.) :\|cNT$4393
020		\|a9780367772550\|q(pbk.)
020		\|a9781003175735\|q(ebk.)
040		\|aTMUE\|beng\|cTMUE\|dTMUE\|eaacr2
042		\|apcc
043		\|an-us---
050	00	\|aLC4015\|b.H54 2023
082	00	\|a371.9/0460973\|223/eng/20220916
095		\|aTMUE\|b41\|cA0333962\|d371.90460973\|eH638\|pB\|tDDC\|r3866\|y2023
245	00	\|aHigh leverage practices and students with extensive support needs /\|cedited by Robert Pennington ... [et al.]
260		\|aNew York, NY : \|bRoutledge, \|cc2023.
300		\|aviii, 268 p. : \|bill. ; \|c27 cm.
500		\|a"A copublication with the Council for Exceptional Children."
504		\|aIncludes bibliographical references.
505	0	\|aCollaborate with colleagues to increase student success / Alison Zagona -- Leading effective meetings with professionals and families / Grace Francis & Maureen Howard -- Collaborate with families to support student learning and needed services / Jamie Pearson & Sheri Hopkins -- Using multiple sources of information to develop a comprehensive understanding of a student's strengths and needs / Shawnee Wakeman, Meagan Karvonen, Jacqui Kearns, & Michael Stoehr -- Interpreting and communicating assessment information with stakeholders to collaboratively design and implement educational programs / Bree Jimenez & Teresa Taber Doughty -- Using student assessment data, analyzing instructional packages, and making necessary adjustments that improve student outcomes / Samantha Walte, Caroline Fitchett, & Ginevra Courtade -- Consistent, organized, and respectful learning environment / Virginia Walker & Sheldon Loman -- Using feedback to improve student outcomes / Robert Pennington, Melissa Tapp, & Janet Sanchez Enriquez -- Teaching social skills / J.B. Ganz, Daira Rodriguez, & Amarachi Yoro -- Conducting functional behavior assessment to develop individualized behavior support plans / Sally Shepley, Kaitlin O'Neill, & Katherine Lynch -- Identify and prioritize long- and short-term learning goals / Andrea Ruppar, Sarah Bubash, & Jennifer Kurth -- Systematically design instruction toward a specific learning goal / Melinda Jones Ault & Ginevra Courtade -- Adapt curriculum tasks and materials for specific learning goals / Pamela J. Mims, Addie McConomy, Jennifer Cook, & Jenny Root -- Teaching cognitive and meta cognitive strategies to support learning and independence / Joanna Ryan & Jessica Bowman -- Providing scaffolded supports / Timothy Riesen, Shamby Polychronis, & Sarah Ivy -- Providing intensive instruction and using explicit instruction / Belva C. Collins -- Using flexible grouping / J. Matt Jameson & Susan Johnston -- Use strategies to promote active engagement / Channon K. Horn -- Use assistive and instructional technologies / Anya S. Evmenova & Roba Hrisseh -- Teach students to maintain and generalize new learning across time and settings / Sara Snyder & Rachel Cagliani -- Providing positive and corrective feedback / Margaret G. Werts.
520		\|a"Building on the formative work of High Leverage Practices for Inclusive Classrooms, this critical companion explores how high leverage practices can be applied to the education of students with extensive support needs (ESN). Each chapter walks readers through a different HLP, exploring its implications for students with ESN and aligning it with current practice, supports, and terminology. Edited by researchers and teacher educators with decades of experience in serving students with ESN and their teachers, this book is packed with rich examples of and detailed supports for implementing HLPs to ensure every student has access to all aspects of their school community"--\|cProvided by publisher.
650	0	\|aChildren with disabilities\|xEducation\|zUnited States.
650	0	\|aStudents with disabilities\|zUnited States\|xServices for.
650	0	\|aInclusive education\|zUnited States.
700	1	\|aPennington, Robert C.\|q(Robert Clyde)

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Building on the formative work of High Leverage Practices (HLP) for Inclusive Classrooms, this critical companion explores how HLP can be applied to the education of students with extensive support needs (ESN). Each chapter walks readers through a different HLP, exploring its implications for students with ESN and aligning it with current practice, supports, and terminology. Edited by researchers and teacher educators with decades of experience in serving students with ESN and their teachers, this book is packed with rich examples of and detailed supports for implementing HLPs to ensure every student has access to all aspects of their school community.

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