While the team recognizes that “evidence-based practices” privileges a specific kind of evidence and that there are other pedagogical practices that are effective for improving outcomes of students with disabilities (e.g. coteaching), embedding HLPs in the context of EBPs ( practices within a specific content area) was an important choice to help practitioners understand and apply new knowledge around HLPs. Given that, the team also emphasizes the importance of embedding the evidence-based practices within content lessons as appropriate within the general education setting in whole group and small group settings as appropriate. Therefore, EBPs should be taught explicitly, systematically, and from simplest to most complex within a meaningful context, relevant, real-world content, not in isolation.

"No HLP stands alone but instead effective teaching is an orchestration of multiple HLPs during the execution of an EBP. "

~Jeni Huber~