High Leverage Practices for Students with Disabilities- image of children learning through numbers activity

The High-Leverage Practice guidance document was collaboratively developed by the CEEDAR Center and the Council for Exceptional Children. Along with the document itself, these supplemental resources have been created to help assist the spread and implementation of the HLPs.

As the HLPs are refreshed to reflect emerging research, evolving cultures and context, and student diversity, we have reorganized the structure to focus on HLPs that are foundational to designing and implementing high-quality instruction, while still recognizing the need for and importance of all 22 HLPs. The HLPs are now organized under the following four domains: Collaboration, Data-driven Planning, Instruction in Behavior & Academics, and Intensify & Intervene as Needed. Seven HLPs have been designated as pillar practices needed to produce strong outcomes for the broadest range of students. To reflect how HLPs work together and are used concurrently, the remaining HLPs are embedded in these pillars. The HLP refresh also includes the following: emphasis that HLPs are for all teachers, alignment with multi-tiered systems of support (MTSS), emphasis on culturally inclusive pedagogies and practices, elementary and secondary examples, and writing specific to practitioners.

High-Leverage Practices for Students with Disabilities-Revised and Updated

High-Leverage Practices for Students with Disabilities is available for download at no cost by clicking below.

High-Leverage Practices (HLPs) are a deceptively simple concept in the field of education. On the one hand it is amazing to have a list of key practices that all teachers should learn and be able to implement when teaching students of all backgrounds and ability levels, including those with disabilities. On the other, teaching is rarely simple, and there is critical nuance within the HLPs to understand and master along the path towards supporting positive academic, behavioral, and social outcomes for all students.

In this revised text, the High-Leverage Practices for Students with Disabilities (2nd Edition) are revised and updated to reflect the challenges of modern classrooms. A core addition is interpretation and analysis of how the HLPs work together (as compared to individual, standalone practices), and alongside evidence-based practices to improve teacher practice and student outcomes. Authors also introduce the terms pillar and embedded HLPs. Pillar practices are six key HLPs that are most foundational for teaching and learning drawn from the reconfigured domains (Collaboration, Data-Driven Planning, Instruction in Behavior and Academics, and Intensify and Intervene as Needed). Embedded practices are the remaining original 16 HLPs that are core to supporting effectiveness of the pillars.

This text also introduces the term culturally informed pedagogies and practices (CIPP), which are overlaid and considered alongside the pillar and embedded HLPs to better reflect the realities of modern teaching. Finally, as compared to the original text, authors provide robust examples of HLP implementation spanning the various grade and age levels, and highlight essential research backing use of the various practices.

High-Leverage Practices Videos

The High-Leverage Practices (HLPs) video series and related resources are a free resource that is easy to incorporate into a wide range of professional learning formats. Use these concrete examples to anchor and reinforce both knowledge development and application.

These videos can be accessed at the High-Leverage Practices website.

Student and teacher high- fiving. Text says: 22 HLPs for Special Education. Spread Across Four Domains

Assessment Tools

High-Leverage Practices for Students with Disabilities

These High-Leverage Practices for Students with Disabilities Self-Assessment Tools are designed to help preservice and in-service teachers reflect on and assess how well they are implementing high-leverage practices (HLPs) for students with disabilities. Teachers and teacher candidates can self-assess on all 22 HLPs or target only specific HLPs.

Supplemental Resources

Documents & Files

Practice-Based Learning Opportunities

Teachers can learn to use high-leverage practices (HLPs) when they have effective opportunities to practice using the HLPs in thoughtful ways. To support teacher educators’ use of HLPs, the CEEDAR Center, in collaboration with Educator Preparation Program faculty across the country, has collected a set of effective practice opportunities that we refer to as practice-based learning opportunities or PLOs.

High-Leverage Practices and Evidence-Based Practices: A Promising Pair

High-leverage practices (HLPs) and evidence-based practices (EBPs) when used together can become powerful tools for improving student outcomes. This brief is designed to show the promise of these practices in advancing educator preparation and practice and, subsequently, outcomes for students with disabilities and those who struggle.

High-Leverage Practices Crosswalk

This document shows points of alignment between the following three important documents: High-Leverage Practices, High-Leverage Practices in Special Education, and Promoting Principal Leadership for the Success of Students With Disabilities.

High-Leverage Practices Flyer List

This flyer gives a basic definition of what high-leverage practices are and the criteria that was used in determining which would be included as High-Leverage Practices for Special Education.