HLP #7: Establish a Consistent, Organized and Respectful Learning Environment
This video provides a definition, background, and rationale for high-leverage practice (HLP) 7 and demonstrates three key components of this HLP through video exemplars from general and special education teachers. The three key components highlighted in this video are the importance of defining and teaching classroom expectations and rules, using a continuum of strategies to acknowledge appropriate behavior with high frequency, and optimizing instructional time.
While permission to use this video is not necessary, the citation should be: Kennedy, M. J., Hirsch, S.E., Peeples K. N., Romig, J. E., Mathews, H. M., Rodgers, W. J. (2018). High-leverage practice #7: Establish a consistent, organized, and respectful learning environment. https://highleveragepractices.org/hlp-7-establish-consistent-organized-….
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High-Leverage Practices in Special Education
How the videos are designed:
- Introduction and definition of each HLP
- Brief review of the research
- Several brief videos of general education and special education teachers implementing the practice
What the videos are:
- A resource to augment training/professional learning
- A demonstration of HLP practice across degrees of intensity
- A portrayal of teachers’ implementation of an HLP
- A demonstration of practices that can be used with all students, not only those with disabilities
What the videos are not:
- A complete resource for training/professional learning
- A demonstration of each tier across various settings
- A depiction of all features of quality instruction/student engagement
- Promoting the use of practices that would replace the need for intense, data-driven decisions and interventions provided by special educators or other specialists
This content was produced under U.S. Department of Education, Office of Special Education Programs, Award No. H325A170003 & S283B120021-12A . David Guardino serves as the project officer. The views expressed herein do not necessarily represent the positions or policies of the U.S. Department of Education. No official endorsement by the U.S. Department of Education of any project, commodity, service, or enterprise mentioned in this website is intended or should be inferred.