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School leaders are responsible for creating conditions that support students with varying needs. Students with disabilities make up an average of 15% of the student population across the United States (National Center for Education Statistics, 2024). While the percentages range from school to school, students with disabilities make up a significant portion of the student body of all schools. School leaders who attend to the needs of students with disabilities are more likely to meet the needs of all learners in their care.

The Individuals with Disabilities Act (IDEA, 2004) requires schools to provide an Individualized Education Program (IEP; IDEA, 2004) or 504 Plan (Rehabilitation Act of 1973, 1973) designed to meet the unique educational needs of students with disabilities. A 504 Plan is designed to provide access and support participation when there is no need for specially designed instruction (SDI; National Center for Learning Disabilities, 2024). Students who require SDI to access, and make progress in, the general education curriculum should be provided with an IEP (IDEA, 2004). 

The Council for Exceptional Children (CEC) in collaboration with the Collaboration for Effective Educator Development, Accountability, and Reform (CEEDAR) Center at the University of Florida have developed High-Leverage Practices (HLPs) designed to create productive learning conditions for students with disabilities (Aceves & Kennedy, 2024). These practices have recently been reorganized into four domains and six pillars (see Table 1). School leaders can use this framework to provide professional development and coaching for all educators who support students with disabilities.

Table 1

High-Leverage Practice Domains & Pillars

There are 22 HLPs, but school leaders can use the four domains and six pillar practices to effectively organize, support, and monitor progress in their schools. These practices are not meant to be developed in isolation. It is better to think about developing and delivering these practices by integrating them across the school context.

Although each HLP is identifiable on its own, and each has a clear construct, they are connected and work better together. Just as an oboe or violin can be individually recognized and a trained ear can most definitely distinguish the two; when they work together with other instruments in the orchestra, they create richer, more elaborate music. (Aceves & Kennedy, 2024, p. 51) 

Collaboration and data-driven planning cross domains and pillars providing constants that inform and facilitate the instructional domains (see Figure 1).

Figure 1

Integrated High-Leverage Practice Domains

Special education does not exist without SDI. The instructional domains of the HLPs are the heart of special education. Educators can operationalize SDI by developing high-quality collaboration and data literacy skills. While these skills are vital to creating conditions that support SDI, they can also support the learning needs of all students. School leaders who are focused on supporting all students in their care should consider using the HLP framework to develop their own skills and the skills of the educators they support.

Professional development resources and coaching support for school leaders and teachers can be accessed at the High-Leverage Practices website, the IRIS Center, CEC, and CEEDAR Center. The Training & Technical Assistance Center (TTAC) at William & Mary has provided HLP guidance through a recorded lunch and learn series designed to help educators develop the HLPs in their school contexts. School leaders across Virginia can also request direct assistance from their regional TTACs with professional learning and coaching focused on improving outcomes for students with disabilities through the HLPs (click here for a list of school divisions by Region).

The 2025-2026 Link Lines editions will be focused on developing the pillar practices under each domain. School leaders will be able to access examples and resources that can be used to support teachers and students across the school context.

References

Aceves, T. C. & Kennedy, M. J. (Eds.). (2024). High-leverage practices for students with disabilities (2nd ed.). Council for Exceptional Children and CEEDAR Center.

Individuals with Disabilities Act, 20 U.S.C. § 1400 et seq. (2004). https://sites.ed.gov/idea/statute-chapter-33

National Center for Education Statistics. (2024). Students with disabilities. Condition of Education. U.S. Department of Education, Institute of Education Sciences. https://nces.ed.gov/programs/coe/indicator/cgg.

National Center for Learning Disabilities. (2024, January 6). IEPs vs. 504 Plans. https://ncld.org/ieps-vs-504-plans/

Rehabilitation Act of 1973, 29 U.S.C. § 794 (1973).