Exploring Measures for the Quantity and Quality of High-Leverage Practices in Tiered Reading Instruction

In this presentation, we demonstrate how general and special education teachers use high-leverage practices (e.g., explicit instruction, positive and constructive feedback) differently across instructional tiers and proficiency levels. We also discuss how the quantity and quality of teaching practices in reading predicted students’ achievement.Participants will be able to: 1. Learn about how to assess HLPs and evidence-based reading practices that have been demonstrated to impact the achievement of students with disabilities across instructional tiers using the TIERS tool. 2. Learn which HLPs were used more frequently in Tiers 1, 2, and 3 settings. 3. Learn which HLPs were used more frequently across three instructional-quality groups (high, medium, and low). 4. Learn which HLPs were more difficult for teachers to implement in their lessons and how to support them through performance feedback.