High Leverage Practices and Students with Extensive Support Needs

277 Pages·2022·14.783 MB·English

by  Robert Pennington, Melinda Jones Ault, Ginevra Courtade, J. Matt Jameson, Andrea Ruppar

High Leverage Practices and Students
with Extensive Support Needs
Building on the formative work of High Leverage Practices for Inclusive Classrooms, this critical
companion explores how high leverage practices (HLP) can be applied to the education of students
with extensive support needs (ESN). Each chapter walks readers through a different HLP, exploring
implications for students with ESN and aligning 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 imple-
menting HLPs to ensure every student has access to all aspects of their school community.
Robert Pennington is the Lake & Edward J. Snyder, Jr. Distinguished Professor in Special Education
at University of North Carolina-Charlotte, USA.
Melinda Jones Ault is a Professor at University of Kentucky, USA.
Ginevra Courtade is a Professor at University of Louisville, USA.
J. Matt Jameson is a Professor at University of Utah, USA.
Andrea Ruppar is an Associate Professor at University of Wisconsin-Madison, USA.
Other Eye On Education Books Available from Routledge
(www.routledge.com/k-12)
High Leverage Practices for Inclusive Classrooms, Second Edition
James McLeskey, Lawrence Maheady, Bonnie Billingsley, Mary T. Brownell, and
Timothy J. Lewis
Universal Design for Learning in the Early Childhood Classroom:
Teaching Children of all Languages, Cultures, and Abilities, Birth - 8 Years,
Second Edition
Pamela Brillante and Karen Nemeth
Social-Emotional Learning Through STEAM Projects, Grades 4-5
Season Mussey
Developing Teacher Leaders in Special Education: An Administrator’s Guide to
Building Inclusive Schools
Daniel M. Maggin and Marie Tejero Hughes
The Brain-Based Classroom: Accessing Every Child’s Potential Through
Educational Neuroscience
Kieran O’Mahony
Specially Designed Instruction: Increasing Success for Students with Disabilities
Anne M. Beninghof
Rigor for Students with Special Needs, Second Edition
Barbara R. Blackburn and Bradley S. Witzel
High Leverage Practices and Students
with Extensive Support Needs
Edited by Robert Pennington,
Melinda Jones Ault,
Ginevra Courtade,
J. Matt Jameson, and
Andrea Ruppar
A Co-publication with the Council for Exceptional
Children
Cover image: ©Shutterstock
First published 2023
by Routledge
605 Third Avenue, New York, NY 10158
and by Routledge
4 Park Square, Milton Park, Abingdon, Oxon, OX14 4RN
Routledge is an imprint of the Taylor & Francis Group, an informa business
© 2023 selection and editorial matter, Robert Pennington, Melinda Jones Ault, Ginevra
Courtade, J. Matt Jameson and Andrea Ruppar; individual chapters, the contributors
The right of Robert Pennington, Melinda Jones Ault, Ginevra Courtade, J. Matt
Jameson, and Andrea Ruppar to be identified as the authors of the editorial material,
and of the authors for their individual chapters, has been asserted in accordance with
sections 77 and 78 of the Copyright, Designs and Patents Act 1988.
All rights reserved. No part of this book may be reprinted or reproduced or utilized in
any form or by any electronic, mechanical, or other means, now known or hereafter
invented, including photocopying and recording, or in any information storage or
retrieval system, without permission in writing from the publishers.
Trademark notice: Product or corporate names may be trademarks or registered
trademarks and are used only for identification and explanation without intent to
infringe.
Library of Congress Cataloging-in-Publication Data
Names: Pennington, Robert C. (Robert Clyde), editor. | Ault, Melinda Jones, editor. |
Courtade, Ginevra, editor. | Jameson, J. Matt, editor. | Ruppar, Andrea, editor.
Title: High leverage practices and students with extensive support needs / edited
by Robert Pennington, Melinda Jones Ault, Ginevra Courtade, J. Matt Jameson &
Andrea Ruppar.
Description: New York, NY : Routledge, 2023. | “A copublication with the Council for
Exceptional Children.” | Includes bibliographical references.
Identifiers: LCCN 2022021151 (print) | LCCN 2022021152 (ebook) |
ISBN 9781032007908 (hardback) | ISBN 9780367772550 (paperback) |
ISBN 9781003175735 (ebook)
Subjects: LCSH: Children with disabilities--Education--United States. | Students with
disabilities--United States--Services for. | Inclusive education--United States.
Classification: LCC LC4015 .H54 2023 (print) | LCC LC4015 (ebook) |
DDC 371.9/0460973--dc23/eng/20220916
LC record available at https://lccn.loc.gov/2022021151
LC ebook record available at https://lccn.loc.gov/2022021152
ISBN: 9781032007908 (hbk)
ISBN: 9780367772550 (pbk)
ISBN: 9781003175735 (ebk)
DOI: 10.4324/9781003175735
Typeset in Minion Pro
by KnowledgeWorks Global Ltd.
Contents
List of Contributors vii
Introduction 1
1 Collaborate with Colleagues to Increase Student Success 4
Alison Zagona
2 Lead Effective Meetings with Professionals and Families 14
Grace Francis and Maureen Howard
3 Collaborate with Families to Support Student Learning
and Secure Needed Services 25
Jamie N. Pearson, Jared H. Stewart-Ginsburg, and Shari L. Hopkins
4 Use Multiple Sources of Information to Develop a Comprehensive Understanding
of a Student’s Strengths and Needs 39
Shawnee Wakeman, Meagan Karvonen, Jacqui Kearns, and Michael Stoehr
5 Interpret and Communicate Assessment Information with Stakeholders to
Collaboratively Design and Implement Educational Programs 52
Bree Jimenez and Teresa Taber Doughty
6 Use Student Assessment Data, Analyze Instructional Practices, and Make
Necessary Adjustments that Improve Student Outcomes 64
Samantha Walte, Caroline Fitchett, and Ginevra Courtade
7 Establish a Consistent, Organized, and Respectful Learning Environment 79
Virginia Walker and Sheldon Loman
8 Provide Positive and Constructive Feedback to Guide Students’ Learning and Behavior 95
Robert Pennington, Melissa Tapp, and Janet Sanchez Enriquez
vi • Contents
9 Teach Social Communication Behaviors 107
J. B. Ganz, Daira Rodriguez, and Amarachi Yoro
10 Conduct Functional Behavioral Assessments to Develop Individual Behavioral
Support Plans 119
Sally Shepley, Kai O’Neill, and Katherine Lynch
11 Identify and Prioritize Long- and Short-term Learning Goals: Students with
Extensive Support Needs 134
Andrea Ruppar, Sarah Bubash, and Jennifer Kurth
12 Systematically Design Instruction toward a Specific Learning Goal 145
Melinda Jones Ault and Ginevra Courtade
13 Adapt Curriculum Tasks and Materials for Specific Learning Goals 157
Pamela J. Mims, Addie McConomy, Jennifer Cook, and Jenny Root
14 Teach Cognitive and Metacognitive Strategies to Support Learning and
Independence 170
Joanna Ryan and Jessica Bowman
15 Provide Scaffolded Supports: Response and Stimulus Prompts 185
Timothy Riesen, Shamby Polychronis, and Sarah Ivy
16 Provide Intensive Instruction and Use Explicit Instruction 197
Belva C. Collins
17 Use Flexible Grouping 210
J. Matt Jameson and Susan S. Johnston
18 Use Strategies to Promote Active Student Engagement 223
Channon K. Horn
19 Use Assistive and Instructional Technologies 234
Anya S. Evmenova and Roba Hrisseh
20 Teach Students with Extensive Support Needs to Maintain and
Generalize New Learning across Time and Settings 246
Sara Snyder and Rachel Cagliani
21 Provide Positive and Corrective Feedback 259
Margaret G. Werts
List of Contributors
Melinda Jones Ault, University of Kentucky
Jessica Bowman, University of Minnesota
Sarah Bubash, University of Wisconsin-Madison
Rachel Cagliani, University of Georgia
Belva C. Collins, University of North Carolina-Charlotte
Jennifer Cook, East Tennessee State University
Ginevra Courtade, University of Louisville
Janet Sanchez Enriquez, University of North Carolina Charlotte
Anya S. Evmenova, George Mason University
Caroline Fitchett, University of Louisville
Grace Francis, George Mason University
J. B. Ganz, Texas A&M University
Shari L. Hopkins, Western Oregon University
Channon K. Horn, University of Kentucky
Maureen Howard, George Mason University
Roba Hrisseh, George Mason University
Sarah Ivy, University of Utah
J. Matt Jameson, University of Utah
Bree Jimenez, University of Texas-Arlington
Meagan Karvonen, Achievement and Assessment Institute, University of Kansas
Jacqui Kearns, Human Development Institute, University of Kentucky
Jennifer Kurth, University of Kansas
Sheldon Loman, Portland State University
Katherine Lynch, University of Kentucky
Addie McConomy, Florida State University
Pamela J. Mims, East Tennessee State University
Kai O’Neill, University of Kentucky
Jamie N. Pearson, North Carolina State University
Robert Pennington, University of North Carolina Charlotte
viii • List of Contributors
Shamby Polychronis, University of Utah
Timothy Riesen,Utah State University
Daira Rodriguez, Texas A&M University
Jenny Root, Florida State University
Andrea Ruppar, University of Wisconsin-Wisconsin-Madson
Joanna Ryan, University of North Dakota
Sally Shepley, University of Kentucky
Sara Snyder, James Madison University
Michael Stoehr, National Technical Assistance Center on Transition: The Collaborative, University
of North Carolina Charlotte
Teresa Taber Doughty, University of Texas-Arlington
Melissa Tapp, University of North Carolina Charlotte
Shawnee Wakeman, University of North Carolina Charlotte
Virginia Walker, University of North Carolina Charlotte
Samantha Walte, University of Louisville
Margaret G. Werts, Appalachian State University
Amarachi Yoro, Texas A&M University
Alison Zagona, University of Kansas
Introduction
One of the essential functions of public education is to provide all students with the skills neces-
sary to be agents of change within their own lives. To facilitate this agency or self-determination,
educators must provide all students with the opportunity to access and make progress within a
curriculum that is personally relevant, broadly applicable, and capitalizes on students’ diverse
background knowledge. They also must provide all students with learning experiences that reflect
real-world contexts in that they are inclusive, interactive, collaborative, and designed such that
students are afforded the dignity of learning from their mistakes. Finally, educators must prepare
all students to communicate effectively to navigate ever-changing social landscapes and advocate
for their interests.
Meeting this charge for students with disabilities often requires educators to use a broad range of
strategies and supports to respond to the unique strengths, experiences, and needs of each of their
students. This is especially true for many students with extensive support needs (ESN). These students
often have developmental or intellectual disability and, in some cases, other support needs (e.g., phys-
ical disabilities, sensory impairments), and require comprehensive programmed (i.e., formal) and
natural supports to access educational and social opportunities available to their peers without ESN.
When carefully designed interventions and supports are provided, students with ESN have more
opportunities in academic, social, and postsecondary learning contexts. Unfortunately, researchers
have suggested that some students with ESN may not have access to high quality educational prac-
tices. As a result, they often are not actively engaged during the school day, have fewer opportunities
to interact with peers without disabilities, and sometimes experience harm and isolation.
To facilitate the preparation of educators to implement high quality educational programs for stu-
dents with disabilities, the Council for Exceptional Children appointed a team of experienced teacher
educators to identify a set of high-leverage practices (HLPs) in special education. HLPs are educa-
tional practices considered to be the most critical for improving student outcomes and broad sets of
HLPs have been established for all students (https://library.teachingworks.org/curriculum-resources/
high-leverage-practices/). These HLPs are supported by research, can be applied across content and
contexts, and are emitted by effective teachers with high frequency (McLeskey et al., 2019a). The team
identified 22 HLPs to be emphasized in preparing teachers to serve students with disabilities. The
HLPs are organized into four sets of practices under the headings (a) Collaboration, (b) Assessment,
(c) Social/Emotional/Behavioral, and (d) Instruction. See Table 0.1 for a complete list of HLPs.
DOI: 10.4324/9781003175735-1