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Designing High-Leverage Practice Rubrics That Teach and Assess: A Five-Step Process

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Title: Designing High-Leverage Practice Rubrics That Teach and Assess: A Five-Step Process
Language: English
Authors: Sara E. Luke (ORCID 0000-0001-6744-6734), Deana J. Ford (ORCID 0000-0003-0825-1798)
Source: Intervention in School and Clinic. 2026 61(5):256-266.
Availability: SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Peer Reviewed: Y
Page Count: 11
Publication Date: 2026
Document Type: Journal Articles
Reports - Descriptive
Descriptors: Student Evaluation, Evaluation Methods, Scoring Rubrics, Educational Practices, Teaching Methods, Evidence Based Practice, Parent Teacher Conferences, Performance Based Assessment, Teacher Education Programs
DOI: 10.1177/10534512261427722
ISSN: 1053-4512
1538-4810
Abstract: High-leverage practices (HLPs) are foundational in special education teacher preparation, yet programs lack systematic approaches for teaching and assessing them. This article presents a five-step design process for creating HLP rubrics that serve dual instructional and assessment purposes. The process was developed by analyzing lessons learned during the creation of the High-Leverage Practice Rubric of Assessment (HLPR-A) from 2019 to 2021. Using HLP 5 (interpreting and communicating assessment information) as an example, the methodology includes reviewing course objectives and identifying aligned HLPs, choosing authentic tasks, identifying task components, defining observable behaviors, and developing the final rubric. Teaching examples demonstrate how the HLPR-A functions as both an instructional tool and an assessment measure using Grossman's practice-based framework. This evidence-based methodology provides faculty with a systematic approach for creating effective HLP rubrics.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1503185
Database: ERIC
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  Data: High-leverage practices (HLPs) are foundational in special education teacher preparation, yet programs lack systematic approaches for teaching and assessing them. This article presents a five-step design process for creating HLP rubrics that serve dual instructional and assessment purposes. The process was developed by analyzing lessons learned during the creation of the High-Leverage Practice Rubric of Assessment (HLPR-A) from 2019 to 2021. Using HLP 5 (interpreting and communicating assessment information) as an example, the methodology includes reviewing course objectives and identifying aligned HLPs, choosing authentic tasks, identifying task components, defining observable behaviors, and developing the final rubric. Teaching examples demonstrate how the HLPR-A functions as both an instructional tool and an assessment measure using Grossman's practice-based framework. This evidence-based methodology provides faculty with a systematic approach for creating effective HLP rubrics.
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