There have been various policies formulated in the United States to address the issue of learners achieving in schools. The various changes in policy are aimed at increasing accountability and expectations of student's success. One of the major aims of the policy changes has been to improve the teaching practice. The policies a knowledge of the role played by the teacher in improving learning effectiveness and student outcomes. High-Leverage Practice has emerged as an essential strategy in enhancing learners outcomes for both students with disabilities and those without disabilities. The High Leverage Practice is used alongside Evidence-based practices (Sayeski, 2018) . When the two are deployed in the learning environment, they have a huge potential to improve the student learning outcomes. Many learners with disabilities struggle in the United States. The current education programs have come under criticisms in the recent past for their inability to impact on the learner's achievement in their education. According to research, the High Leverage Practice has a huge potential to impact student studies when established across various grade levels and content areas.
High Leverage Practice is a powerful technique that is applied to improve student performance and outcomes. The technique favours both student with disabilities as well as healthy students. The number of students with disabilities has risen. Statistics indicate that approximately 10% of the children in modern classrooms have disabilities. This makes it essential to use the High Leverage Practice techniques to ensure that these populations of students understand what is learnt in the class. Every teacher has a role to play in High Leverage Practice (McCray et al., 2017) . This approach to education tends to be more individualized. High Leverage Practices have ideally practised that form a foundation for effective learning. Many teachers need to embrace these techniques in teaching. The purpose of the High Leverage Practice is not to replace the previous data-driven and intensive interventions provided by various specialists in the education sector but rather complement them. High Leverage Practice needs to possess three main characteristics; they need to be fundamental to effective teaching, deployed frequently by teachers, application across instructional content, applicable to many age levels, applicable to various types of learners at different levels and enhance improvement of the student outcomes.
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The High Leverage Practices are appropriate for many students those with disabilities and these without disabilities (McCray et al., 2017) . To achieve success in the previous data-driven interventions, it is essential to use to integrate High Leverage Practices. One component of High Leverage Practice is the availability of high-quality feedback. The aim of this paper is to explore the intervention of establishment of a consistent, organized and respectful learning environment. To establish an organized and consistent learning environment, educators need to be deliberate and planful on how the learning space in the classroom is utilized and organized. The arrangement of the classroom needs to be driven by clear instructions and procedures and expectations that influence the behaviour of learners. Establishment of a consistent and organized and respectful learning environment forms the foundation of many High Leverage Practices interventions by triggering increased possibility and chances of student behavioural success. High Leverage Practices intervention tends to expand the opportunities available for teachers to engage in effectively ineffective teaching. The creation of an ideal High Leverage Practices environment encourages respectful and caring interactions between the learners and the educators.
Educators have a minimal role to play in influencing how learners behave. However, the creation of an ideal learning environment helps to create an atmosphere that is dominated by the respect which enhances positive student and learner behaviour. String relationship between learners and teachers is established in a well-organized learning environment that is respectful. A respectful and conducive environment can be set up by guiding students in the formulation and creation of classroom routines and rules (McLeskey et al., 2018) . Respect in the learning environment should two ways. The teachers need to respect the student just as the students respect their educators. In this intervention, teachers should value and appreciated the linguistic diversity, ethnic, cultural and contextual diversity among the students. To ensure students are effectively engaged, teachers guide students creating clear and more consistent procedures and routines.
Some students find it challenging to understand the school rules and regulations especially a student with disabilities. In such situations, the role of the educator becomes critical in taking time to teach the students class procedures and expectations explicitly through deploying techniques of using modelling, examples and non-example techniques. The teachers are also provided with an opportunity to give their feedback, especially on their performance. Educators need to reinforce and recognize continuum strategies for enhancing appropriate student behaviour. The behaviour specific feedback is critical for learners across various age levels. In this High Leverage Practices intervention, learners need o to be active in class discussions. They should be given opportunities to communicate and responds to questions in the classroom. The responses from the students can take several forms such as written or gestural or any other forms. The deployment of OTRs enables teachers to optimize time for instructions.
In some instances, students misbehave. In such instances, teachers need not be fast in administering punishment. Instead, teachers need to focus on the elimination of negative student behaviour. The negative student behaviours during the reaching process should be perceived as leaning errors that can be eliminated through re-teaching rather than criticizing or punishing the learners.
There are various challenges involved in the establishment of a consistent, organized and respectful learning environment. The first challenge is the inability of student wills various forms of disabilities to grasp the rules established to enhance peace and respect in the classroom (McLeskey et al., 2019) . As a result, teachers pay a huge role in ensuring that these students grasp the rules. The amount of time taken these challenge to reduce the about of time used in productive learning. On the other hand, it is challenging to achieve discipline and respect in the classroom without regular punishments. This HLP technique does not encourage the application of punishments in learning. Some students are easier corrected through the use of punishments rather than the proposed re-teaching. Re-teaching is an expensive process and time-consuming.
There are various ways through which teachers can examine and assess their High Leverage Practices are effective and working. One of the approaches through which teachers can assess the achievement of high leverage practice is through evaluating student feedback. As explained earlier, one aspect of high leverage practices is student feedback (McLeskey, 2017) . Increased positive feedback from the students indicates the success of high leverage practice success. The achievement of learning goals is another approach through which teachers can deploy in examining the success of High leverage practices. To achieve efficiency in the high leverage practices, teachers need to be equipped with skills and knowledge that enable them to meet the present needs of the diversified students.
In conclusion, High leverage practices have emerged as the most powerful tools in increasing learning efficiency. Supporting learners with disabilities is very important. Many children with disabilities and those without disabilities have benefited massively from the use of high leverage practices. There are many high leverage techniques that can be applied to improve the learner's outcomes. The organization of the classroom has a huge impact on student behaviour. Teachers need to cultivate good and positive behaviour from learners through re-teaching rather than rushing to punish the students.
Respect is a very critical component of high leverage practice. There is a need to cultivate respect from both educators and educators. Creation of classroom rules and procedures play an essential role in shaping the discipline and respect in the classroom setting. Teachers play an essential role in the formulation of classroom procedures and rules. In instances where the learners cannot understand the rules and procedures, the teachers need to take time to explain the rules and procedures to learners who find it difficult to understand the rules and procedures due to disability or any other reasons.
In future, I would implement the high leverage practice in the classroom environment. Establishment of a consistently respectful and organized learning environment is very appealing. The technique is essential in guiding the behaviour of both students with disabilities and those without disabilities. The teachers have a huge role to play in creating an ideal atmosphere and learning environment for the entire student in the organization regardless of their age, ethnicity and linguistic limitations. The learners are kept engaged in the classroom by giving them an opportunity to participate by giving their feedback. OTR refers to teacher behaviours that encourage students to give their response and feedback during the learning process. There are various techniques that can be deployed to encourage learners to respond to overcome disability barriers such as the use of gestures and written feedback and responses.
Teachers find it possible to optimize the time spent on giving instructions by deploying OTRs. One of the methods I have considered as having less impact on children is the use of punishments. This technique is effective for evaluating alternatives for correcting student behaviour rather than punishing the students. This technique emphasizes on the role of re-teaching in correcting the negative student behaviour. Setting clear expectations alongside a well-organized learning environment helps to generate positive outcomes in education. The classroom rules and expectations are taught to ensure all the students are well equipped. Another critical aspect is the optimization of instructional time and deployment of continuum strategies in understanding the right learner's behaviour.
References
McCray, E. D., Kamman, M., Brownell, M. T., & Robinson, S. (2017). High-leverage practices and evidence-based practices: A promising pair. High-leverage practices in special education .
McLeskey, J., Billingsley, B., Brownell, M. T., Maheady, L., & Lewis, T. J. (2019). What are high-leverage practices for special education teachers and why are they important?. Remedial and Special Education , 40 (6), 331-337.
McLeskey, J., Council for Exceptional Children, & Collaboration for Effective Educator Development, Accountability and Reform. (2017). High-leverage practices in special education . Arlington, VA: Council for Exceptional Children.
McLeskey, J., Maheady, L., Billingsley, B., Brownell, M., & Lewis, T. (Eds.). (2018). High leverage practises for inclusive classrooms . Routledge.
Sayeski, K. L. (2018). Putting high-leverage practices into practice. TEACHING Exceptional Children , 50 (4), 169-171.
