Spring Comprehensive Catalog by Solution Tree

Solutions Books, Videos, and Online Courses Engaging Events Customized PD on Common Core, PLCs, and More

You want PD that helps you nurture your students’ incredible potential, challenge them to

achieve at higher levels, and prove

just how far they’ve come.

You know that a commitment to improved student learning takes more than just dedication and drive. When you plan your comprehensive professional learning journey with Solution Tree, we provide quality and continuity every step of the way. With world-class events, customizable on-site training, interactive web and video conferencing, online courses, books, and videos, you’ll find more than a solution—you’ll find the perfect fit.

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Follow @SolutionTree on Twitter or like us on Facebook and contribute to a daily, worldwide PD conversation. We share resources on PLCs, assessment, RTI, educational technology, and other topics relevant to the 21st century educator.

Subscribers enjoy special access to blog posts from authors, tips for teaching and leading, special offers, and more.

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Awards

Contents

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Common Core Professional Learning Communities at Work Professional Learning Communities Response to Intervention School Improvement Leadership Assessment Instruction 21st Century Skills and Technology Literacy English Learners Youth at Risk Special Needs Classroom Management and Behavior Plan Books About Our Events Summits and Institutes Workshops Event Index Author and Associate Index Online Course Index Book and Video Index Order Form

Judges Award Distinguished Achievement Awards Winners and Finalists The Association of Educational Publishers

Benjamin Franklin Awards Gold and Silver Winners Independent Book Publishers Association

Book of the Year Awards Bronze Winners, Finalists, and Honorable Mention Foreword Magazine

Book of the Year Awards Learning Forward (formerly NSDC)

Teachersâ&#x20AC;&#x2122; Choice Awards Learning Magazine

Canadian friends

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You can now order directly! Look for the maple leaf icon in this catalog to find Canadian authors and events.

Your director of educational partnerships is here to help.

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New Releases As an educator, you require your students to show you the evidence. As a professional, shouldnâ&#x20AC;&#x2122;t you approach your PD the same way? Our books, videos, and online courses deliver high-quality PD. Best of all, each is grounded in research so powerful itâ&#x20AC;&#x2122;s proven to impact learning outcomes.

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Common Core NEW! Common Core NOW Institute Presenters: Cassandra Erkens, Douglas Fisher, Robin J. Fogarty, Timothy D. Kanold, Juli K. Dixon, Francis (Skip) Fennell, and Mary Kim Schreck

August 12–13 Cassandra Erkens

Robin J. Fogarty

Douglas Fisher

Timothy D. Kanold

Boston, MA Top-notch guidance on anchor standards

Learning Outcomes

• Examine the student mathematical practices and the teacher instructional and assessment shifts necessary to significantly impact student learning. • Learn how to call on all students to apply complex reasoning to real-world issues and challenges. • Gain up-to-date information on the work of the PARCC and Smarter Balanced assessment consortia. • Acquire strategies proven to help students develop the critical thinking skills demanded by the Common Core. • Enable students to write logical arguments based on substantive claims, sound reasoning, and relevant evidence.

You’ve unpacked the standards and started the implementation process. Now our experts take you deeper, equipping you with techniques for tackling specific requirements for English language arts and mathematics. Learn how to prepare for major instructional shifts embedded in the standards with Common Core-aligned curriculum design, resource selection, and assessment.

Using Common Core Standards to Enhance Classroom Instruction & Assessment By Robert J. Marzano, David C. Yanoski, Jan K. Hoegh, and Julia A. Simms With Tammy Heflebower and Phil Warrick

NEW! Discover how to weave an in-depth understanding of the Common Core into successful classroom practice with this two-part resource. You’ll learn how to power the standards with guided assessment and measure student progress in a way that accurately reflects learning. Included are hundreds of ready-to-use, research-based proficiency scales for both English language arts and mathematics. 304 pages

• Gain a clear understanding of what the CCSS are, how they are organized, and how they can be used in the classroom. • Learn how to integrate 21st century thinking and reasoning into instruction. • Design learning goals and proficiency standards geared toward individual students.

32BCA–BKL015 $34.95 ISBN 978-0-9833512-9-0 Published by Marzano Research Laboratory

Common Core

Common Core Solution Tree is proud to partner with the International Reading Association and distinguished English language arts experts to copublish this series aligned with the CCSS and PLC at WorkTM process.

Common Core English Language Arts in a PLC at Work™ series By Douglas Fisher, Nancy Frey, and Cynthia L. Uline NEW! These teacher guides illustrate how to sustain successful implementation of the Common Core State Standards for English language arts in K–12 instruction, curriculum, assessment, and intervention practices within the powerful Professional Learning Communities at Work™ process. Teachers will discover the fundamental learning targets necessary for college and career readiness and how students can master them for each grade level. Each book includes comprehensive and research-affirmed analysis tools and strategies to help collaborative teams develop and assess student understanding.

Available April 2013 Leader’s Guide

32BCA–BKF578 $24.95 ISBN 978-1-936764-13-6

Grades K–2

32BCA–BKF580 $29.95 ISBN 978-1-936764-16-7

Grades 3–5

32BCA–BKF582 $29.95 ISBN 978-1-936764-19-8

Grades 6–8

32BCA–BKF584 $29.95 ISBN 978-1-936764-22-8

Grades 9–12

32BCA–BKF586 $29.95 ISBN 978-1-936764-25-9

NEW! Common Core for English Language Arts Workshops March 27–28 April 8–9 Douglas Fisher

Nancy Frey

Common Core

Boston, MA Santa Ana, CA

• Identify the conceptual shifts in the CCSS for English language arts. • Enumerate the anchor standards in reading, writing, speaking and listening, language, and foundational skills. • Comprehend the components of text complexity, text-dependent questions, and close reading.

September 23–24 December 2–3

St. Paul, MN Bellevue, WA

The CCSS for English language arts demand that students learn to justify their responses with evidence and to read increasingly complex text. Learn what changes to curriculum and instruction are necessary to meet the standards and ensure student achievement.

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Common Core Solution Tree is proud to partner with the National Council of Teachers of Mathematics and distinguished mathematics experts to copublish this series aligned with the CCSS and PLC at WorkTM process.

Common Core Mathematics in a PLC at Work™ series Edited by Timothy D. Kanold By Thomasenia Lott Adams, Harold Asturias, Diane J. Briars, John A. Carter, Juli K. Dixon, Francis (Skip) Fennell, David Foster, Mardi A. Gale, Timothy D. Kanold, Beth McCord Kobett, Matthew R. Larson, Mona Toncheff, Jonathan A. Wray, and Gwendolyn Zimmermann

These teacher guides illustrate how to sustain successful implementation of the Common Core State Standards for mathematics. Discover what students should learn and how they should learn it at each grade level. Comprehensive and research-affirmed analysis tools and strategies will help you and your collaborative team develop and assess student demonstrations of deep conceptual understanding and procedural fluency. NEW!

Leader’s Guide

32BCA–BKF559 $24.95 ISBN 978-1-936765-47-8

Grades K–2

32BCA–BKF566 $29.95 ISBN 978-1-936765-97-3

Common Core State Standards in Mathematics, Grades 3–8 Presenters: Diane J. Briars and Timothy D. Kanold

Online Course

Watch and learn how teachers in professional learning community classrooms successfully implement and apply the new standards in mathematics instruction. Included eBook: Common Core Mathematics in a PLC at Work™, Grades 3–5 CEU: 32BCA–KDS034 $279.00 Graduate Credit: 32BCA–KDS035 $499.00

Grades 3–5

32BCA–BKF568 $29.95 ISBN 978-1-936764-00-6

Grades 6–8

High School

32BCA–BKF574 $29.95 ISBN 978-1-936764-10-5

32BCA–BKF561 $29.95 ISBN 978-1-936765-50-8

Common Core Mathematics in a PLC Workshops Presenters: Timothy D. Kanold and Juli K. Dixon or Jonathan A. Wray October 3–4 October 9–10

Bellevue, WA Glenview, IL

Gain a plan to focus your time, energy, and resources on ways to successfully implement the CCSS for mathematics by reflecting on current instruction, content, and assessment design. Learn practices to develop a comprehensive framework for improved student achievement.

Common Core

Common Core “The CCSS have the power to help students succeed by enabling teachers to collectively and collaboratively focus on key literacy standards.” —Elaine K. McEwan-Adkins, author

20 Literacy Strategies to Meet the Common Core Increasing Rigor in Middle & High School Classrooms By Elaine K. McEwan-Adkins and Allyson J. Burnett NEW! With the advent of the Common Core State Standards and high expectations with regard to content literacy, some secondary teachers are scrambling for what to do and how to do it. This book provides an accessible plan for implementing content literacy and offers 20 research-based literacy strategies designed to help students meet those standards and become expert readers. 328 pages; grades 6–12 32BCA–BKF588 $34.95 ISBN 978-1-936764-28-0

How to Teach Thinking Skills Within the Common Core 7 Key Student Proficiencies of the New National Standards

Make sure you’re on our list!

By James A. Bellanca, Robin J. Fogarty, and Brian M. Pete

Empower your students to thrive across the curriculum. Packed with examples and tools, this practical guide prepares teachers across all grade levels and content areas to teach the most critical cognitive skills from the Common Core State Standards. 240 pages

32BCA–BKF576 $29.95 ISBN 978-1-936764-07-5

Implementing Common Core Standards With Total Instructional Alignment Workshops March 18–19 April 17–18 Lisa Carter

Atlanta, GA Albuquerque, NM

April 22–23 October 7–8

Learning Outcomes

• Learn tools and processes to successfully unpack and align the national Common Core Standards through curriculum, assessment, and quality instruction. • Write clear learning goals that are specific, measurable, and aligned to higher-order thinking. • Create high-quality assessments designed to frequently measure individual student learning progress.

Common Core

St. Charles, MO San Diego, CA

Plan ahead to ensure a seamless transition from current state standards to the new national Common Core Standards. This workshop is designed to help forward-thinking schools and districts prepare teachers and administrators to smoothly accomplish this transition.

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Common Core Maximize your implementation of the Common Core with free resources! Our reproducibles, study guides, webinars, and informational websites are valuable tools to use and share. solution-tree.com/free-resources

Annual Conference on Common Core Standards and Assessment

Douglas B. Reeves

Robert J. Marzano

Timothy D. Kanold

Presenters: Douglas B. Reeves, Robert J. Marzano, Timothy D. Kanold, Douglas Fisher, Cassandra Erkens, Robin J. Fogarty, Diane J. Briars, Nancy Frey, and Mary Kim Schreck

April 30–May 2

Phoenix, AZ

Learning Outcomes

Douglas Fisher

Cassandra Erkens

Online Course

Robin J. Fogarty

It’s not too late for a smooth transition

• Design standards-based assessments that tell you immediately whether your students are hitting their learning targets. • Examine how instruction and assessment will need to change in order for students to be successful with the CCSS for mathematics and English language arts. • Determine how to “power” the Common Core. • Learn the current status of the assessment consortia (PARCC and Smarter Balanced), and analyze content-specific implications for your school or district. • Discover a process to unpack the new CCSS and design simple formative assessments. • Uncover how to make homework practices matter. • Understand the importance of student involvement in assessment design, and examine different ways you can promote involvement in your classroom.

Schools throughout the nation face a new challenge of transitioning to the Common Core State Standards. In addition, educators now realize how important it is to integrate 21st century skills into every classroom. How do you align current curriculum with these new initiatives? Which assessments will best monitor students’ progress and engage them in the learning process? We’re bringing you experts who have worked on the new CCSS for mathematics and English language arts. You’ll have time to explore, network, and discover new tools for implementing practical strategies.

Assessment and the Common Core State Standards

Assessments for State and Common Core Standards Workshops

Presenter: Kay Burke

Dr. Burke demonstrates how to repack the Common Core State Standards with a collaborative team, generate checklists and rubrics, share meaningful learning objectives with students, and craft performance tasks that will motivate students in every grade. Included eBook: Balanced Assessment CEU: 32BCA–KDS013 $279.00 Graduate Credit: 32BCA–KDS014 $499.00

March 25–26 April 15–16 November 14–15

Boston, MA Glenview, IL Santa Ana, CA

Come with a team of K–12 teachers and create performance tasks, student checklists, and rubrics correlated to your curriculum and the Common Core State Standards. Leave with assessments that target collaboration, communication, and critical-thinking skills to prepare students for standardized tests.

Common Core

Pathways Lead . Understand . Transition . Teach . Implement . Assess Our collection of Common Core services provides practical classroom strategies for sustainable implementation. We’ll partner with you to develop a comprehensive professional development plan based on your most critical challenges. For guaranteed success with the Common Core, Solution Tree experts will take you through these crucial steps:

Leading in the Common Core • Support a culture of professionalism and collaborative change. • Initiate standards-based instructional changes with faculty and staff. • Provide scaffolding, coaching, and feedback through PD, instructional rounds, and conferencing.

Understanding the Common Core • Gain a comprehensive overview of the CCSS. • Learn what distinguishes the CCSS from current state standards. • Outline and prioritize next steps for implementation.

Transitioning to the Common Core • Identify the gap between current practices and the expectations of the CCSS. • Unpack, repack, and bundle the CCSS into meaningful units of study. • Power implementation with CCSS-aligned resources.

Teaching with rigor and relevance • Transform instructional practice by modeling and scaffolding 21st century skill development. • Design CCSS-aligned lessons that emphasize critical thinking. • Implement performance assessments in the classroom.

Implementing the Common Core for Mathematics

• Recognize the conceptual understanding and procedural fluency shifts for mathematics. • Integrate the research-affirmed CCSS Mathematical Practices into current instruction. • Develop high-quality assessment processes, and design units and lessons.

Implementing the Common Core for English Language Arts

• Identify the conceptual shifts in the CCSS for English language arts. • Weave anchor standards and foundational skills into English language arts and other subjects. • Incorporate strategies that emphasize text complexity and close reading.

Assessing with rigor and relevance • Gain advanced understanding of the PARCC and SBAC assessment frameworks. • Identify the gap between current practices and the expectations of the CCSS. • Create common formative assessments that integrate CCSS-aligned questions.

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10 Common Core

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Professional Learning Communities at Work

Cultures Built to Last Systemic PLCs at Work

By Richard DuFour and Michael Fullan Powerhouse authors team up with the goal to rescue PLCs from the misperception that they are simply programs to be implemented. Instead, the PLC process is a systemic cultural phenomenon with far-reaching, long-lasting positive effects that are instrumental in transforming the culture of the education system. PLCs must be approached systemically to achieve optimal student learning. Available Summer 2013 32BCA–BKF579 ISBN 978-1-936764-74-7

• Determine how a systemic approach to PLCs is essential to collaborative culture. • Achieve coherence and clarity necessary to maintaining a healthy PLC. • Find a balance between maintaining focus and generating creativity. • Recognize warning signs that threaten your progress as a PLC. • Establish key guidelines for facilitating a systemic PLC. • Cultivate coherence in individuals and collectively across the entire system.

For a limited time, receive a free gift with your preorder. solution-tree.com/CulturesBTL One gift per order, while supplies last. Continental US orders only.

Making Teamwork Meaningful Leading Progress-Driven Collaboration in a PLC at Work

By William M. Ferriter, Parry Graham, and Matt Wight NEW! Focus on developing people—not just improving test scores. The authors examine how staffing decisions can strengthen professional learning communities and explore actions that can help school leaders safeguard their schools against complacency. Collect tips and strategies that every teacher can adopt, and apply the professional development techniques that prove most useful. 128 pages 32BCA–BKF548 $24.95 ISBN 978-1-936765-29-4

• Develop hiring and support practices that can change staff turnover into an opportunity to strengthen your PLC. • Create meaningful learning teams for all staff—even specialists and singletons in small schools. • Gain skills critical for teachers to work effectively in collaborative groups. • Get the right people in the right places when staffing and creating teams. • Align the master schedule with PLC priorities.

PLC at Work

Professional Learning Communities at Work™ “The very essence of a learning community is a focus on and a commitment to the learning of each student.” —Learning by Doing

Creating a Professional Learning Community at WorkTM Foundational Concepts and Practices

Online Course

Revisiting Professional Learning Communities at Work™ New Insights for Improving Schools

Presenters: Rebecca DuFour and Richard DuFour

By Richard DuFour, Rebecca DuFour, and Robert Eaker

NEW! Experience the PLC journey in action! Learn alongside educators as PLC at Work™ architects help them structure their new school as a PLC. Included eBook: Revisiting Professional Learning Communities at Work™

Bestseller This 10th-anniversary sequel to the pivotal book Professional Learning Communities at Work™ offers advanced insights on deep implementation, the commitment/consensus issue, and the human side of PLCs. Gain greater knowledge of common mistakes to avoid and new discoveries for success. 544 pages

CEU: 32BCA–KDS038 $279.00 Graduate Credit: 32BCA–KDS039 $499.00

32BCA–BKF252 $34.95 ISBN 978-1-934009-32-1

Learning by Doing A Handbook for Professional Learning Communities at Work™ By Richard DuFour, Rebecca DuFour, Robert Eaker, and Thomas W. Many

Bestseller 2nd Edition Learning by Doing is an action guide for closing the knowing-doing gap and transforming schools into PLCs. The book includes seven major additions that equip educators with essential tools for confronting challenges. 296 pages 32BCA–BKF416 $34.95 ISBN 978-1-935542-09-4

The Journey to Becoming a Professional Learning Community By Janel Keating, Robert Eaker, Richard DuFour, and Rebecca DuFour

Perfect for visual learners, the road map banner and accompanying booklet guide educators through critical issues that may arise during their journey to becoming a PLC. 1 color 7-foot vinyl banner; 2 blackand-white 7-foot paper banners; 3 process booklets 32BCA–BKF260 $89.95 ISBN 978-1-934009-39-0

Professional Learning Communities at Work™ Best Practices for Enhancing Student Achievement By Richard DuFour and Robert Eaker

Bestseller The book that launched a school improvement movement offers researchbased recommendations drawn from best practices still found in schools nationwide. Readers gain specific, practical how-to information about transforming schools into learning-focused, results-oriented PLCs. 358 pages 32BCA–BKF032 $29.95 ISBN 978-1-879639-60-7

12 PLC at Work

Getting Started Reculturing Schools to Become Professional Learning Communities By Robert Eaker, Richard DuFour, and Rebecca DuFour

Bestseller Get answers to the most common question posed by educators seeking to build and sustain a PLC: Where do we begin? Readers access a solid conceptual framework and concrete illustrations of how schools operate when they are functioning as PLCs. 200 pages 32BCA–BKF120 $24.95 ISBN 978-1-879639-89-8

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Professional Learning Communities at Work™ “Keeping up with change depends on the work that collaborative teams do to reimagine the teaching/learning transaction together. That makes professional learning communities the right vehicle for adult learning today.” —William M. Ferriter, author

Common Formative Assessment A Toolkit for Professional Learning Communities at Work™ By Kim Bailey and Chris Jakicic Foreword by Richard DuFour and Rebecca DuFour

Bestseller The catalyst for real student improvement begins with a decision to implement common formative assessments. In this conversational guide, the authors offer tools, templates, and protocols to incorporate common formative assessments into the practices of a PLC to monitor and enhance student learning. 144 pages

Raising the Bar and Closing the Gap Whatever It Takes By Richard DuFour, Rebecca DuFour, Robert Eaker, and Gayle Karhanek

This expansion of Whatever It Takes uses case studies to sharpen the focus on the pyramid of interventions strategy, present new insights, and explain how PLC intervention processes align with RTI legislation. 256 pages 32BCA–BKF378 $24.95 ISBN 978-1-935249-84-9

32BCA–BKF538 $24.95 ISBN 978-1-936765-14-0

Collaborative Teams in Professional Learning Communities at Work™ Learning by Doing

Building a Professional Learning Community at Work™ A Guide to the First Year By Parry Graham and William M. Ferriter

Featuring Richard DuFour, Rebecca DuFour, Robert Eaker, and Thomas W. Many

Foreword by Richard DuFour and Rebecca DuFour

Bestseller This short program shows exactly what collaborative teams do. Aligned with the best-selling book Learning by Doing, the video features unscripted footage of collaboration in action. Learn how teams organize, interact, and find time to meet; what products they produce; and more. 30-minute DVD; 40-page Facilitator’s Guide (in print and on CD)

This play-by-play guide to implementing PLC concepts uses a story to focus each chapter. The authors analyze the story, highlighting good decisions and mistakes. They offer research behind best practice and wrap up each chapter with practical recommendations and tools. 240 pages 32BCA–BKF273 $29.95 ISBN 978-1-934009-59-8

32BCA–DVF023 $174.95

UPC 811796010285

The Collaborative Teacher

The Collaborative Administrator

Working Together as a Professional Learning Community

By Cassandra Erkens, Chris Jakicic, Lillie G. Jessie, Dennis King, Sharon V. Kramer, Thomas W. Many, Mary Ann Ranells, Ainsley B. Rose, Susan K. Sparks, and Eric Twadell Foreword by Rebecca DuFour

By Austin Buffum, Cassandra Erkens, Charles Hinman, Susan Huff, Lillie G. Jessie, Terri L. Martin, Mike Mattos, Anthony Muhammad, Peter Noonan, Geri Parscale, Eric Twadell, Jay Westover, and Kenneth C. Williams

Introduction by Richard DuFour

Foreword by Robert Eaker

Transform education from inside the classroom with this accessible anthology. Specific techniques, supporting research, and real classroom stories illustrate how to work together to create a guaranteed and viable curriculum and use data to inform instruction. 232 pages

Introduction by Richard DuFour

32BCA–BKF257 $29.95 ISBN 978-1-934009-36-9

In a culture of shared leadership, the administrator’s role is more important than ever. This book addresses your toughest challenges with practical strategies and inspiring insight. 264 pages 32BCA–BKF256 $29.95 ISBN 978-1-934009-37-6

PLC at Work

Professional Learning Communities at Work™ AllThingsPLC.info is a collaborative, objective resource for educators and administrators who are committed to enhancing student achievement. We invite you to share your knowledge, ask questions, and get expert insight into the issues teachers face each day in the classroom.

The Power of Professional Learning Communities at Work™

Leadership in Professional Learning Communities at Work™

Bringing the Big Ideas to Life

Learning by Doing

Featuring Richard DuFour, Robert Eaker, and Rebecca DuFour

Featuring Richard DuFour, Rebecca DuFour, Robert Eaker, and Thomas W. Many

Bestseller This four-program video series takes you inside eight diverse schools, where teachers and administrators engage in candid conversations and collaborative team meetings. See how successful schools radically improve student learning, and learn the fundamentals of PLCs with this powerful, fun staff development tool. Four 20-minute programs on 4 DVDs; CD with presentations; 70-page Facilitator’s Guide (in print and on CD)

Bestseller Watch leaders in action within a PLC. This short program for PLC leaders uses unscripted interviews and footage from schools to illustrate the role of effective leadership, particularly from the principal, in embedding PLC practices and values in a school. 32-minute DVD; 32-page Facilitator’s Guide (in print and on CD) 32BCA–DVF024 $174.95 UPC 811796010292

32BCA–DVF052 $595.00 UPC 811796010483

A Leader’s Companion

Passion and Persistence

Inspiration for Professional Learning Communities at Work™

How to Develop a Professional Learning Community

By Robert Eaker, Rebecca DuFour, and Richard DuFour

By Richard DuFour

Treat yourself to daily moments of reflection with inspirational quotes collected from a decade of work by renowned PLC experts. The uplifting wisdom inside this book will fuel your passion to be a leader in your PLC. 136 pages; hardcover 32BCA–BKF227 $12.95 ISBN 978-1-934009-05-5

On Common Ground The Power of Professional Learning Communities Edited by Richard DuFour, Robert Eaker, and Rebecca DuFour By Roland Barth, Rebecca DuFour, Richard DuFour, Robert Eaker, Barbara Eason-Watkins, Michael Fullan, Lawrence W. Lezotte, Douglas B. Reeves, Jonathon Saphier, Mike Schmoker, Dennis Sparks, and Rick Stiggins

Bestseller Examine a colorful cross section of educators’ experiences with PLCs. This collection of insights from education leaders throughout North America highlights the benefits of PLCs. 272 pages; hardcover

Bestseller Motivate staff with the inspirational video featured in many of Dr. DuFour’s keynote presentations. A display of memorable quotes, calls to action, and quips set to music, Passion and Persistence serves as a reflective pause on the PLC journey. 7-minute DVD 32BCA–DVF008 $24.95 UPC 811796010117

Leading Difficult Conversations Featuring Richard DuFour and Rebecca DuFour

Bestseller Gain strategies for addressing the conflicts that can result from transforming a school into a professional learning community. Learn how to hold conversations that lead staff to understand that best practice is to work collaboratively and collectively in high-performing teams. 30-minute DVD with presentation; 32-page Facilitator’s Guide (in print and on CD) 32BCA–DVF047 $174.95 UPC 811796010537

32BCA–BKF180 $34.95 ISBN 978-1-932127-42-3

14 PLC at Work

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Professional Learning Communities at Work™ “Improving schools requires leadership behaviors that motivate and inspire others to do things collectively that perhaps they never thought possible.” —Every School, Every Team, Every Classroom

Every School, Every Team, Every Classroom District Leadership for Growing Professional Learning Communities at Work™ By Robert Eaker and Janel Keating

The PLC journey begins with a dedication to ensuring the learning of every student. Using many examples and reproducible tools, the authors explain the need to focus on creating simultaneous top-down and bottom-up leadership. Learn how to grow PLCs by encouraging innovation at every level. 240 pages 32BCA–BKF534 $29.95 ISBN 978-1-936765-09-6

Becoming an Authentic Learning Leader Whatever You Do, Inspire Me

The School Leader’s Guide to Professional Learning Communities at Work TM

By Richard DuFour and Rebecca DuFour

Are you a K–8 principal looking to implement the PLC at Work™ process? Explore the components needed to lay the foundation, including how to develop a structure that supports collaborative teams, how to focus on effective monitoring strategies, and more. 120 pages; grades K–8 32BCA–BKF489 $19.95 ISBN 978-1-935543-36-7 A Joint Publication With the National Association of Elementary School Principals

The Five Disciplines of PLC Leaders By Timothy D. Kanold

Featuring Timothy D. Kanold

Foreword by Richard DuFour

Encourage your skeptics, cynics, and rebels with Dr. Kanold’s eight fundamental disciplines of inspirational leadership. Practical yet challenging, this humorous and motivational session provides the support and focus needed to sustain effective leadership over time. 71-minute DVD with presentation; CD with presentation handouts and supporting resources

Effective leadership in a professional learning community requires practice, patience, and skill. Through engaging examples and accessible language, this book offers a focused framework that will help educators maintain balance and consistent vision as they strengthen the skills of PLC leadership. 210 pages 32BCA–BKF495 $29.95 ISBN 978-1-935543-42-8

32BCA–DVF063 $195.00 UPC 811796010605

Getting District Results

A Case Study in Implementing PLCs at Work™ By Nicholas Jay Myers Foreword by Richard DuFour and Rebecca DuFour

Discover how the largest elementary school district in Illinois became a professional learning community. You’ll walk through each step of the PLC journey to learn how the district approached the most vital components of a successful PLC, such as building shared knowledge, forming collaborative teams, setting priorities, and more. 144 pages

Leading by Design An Action Framework for PLC at Work™ Leaders By Cassandra Erkens and Eric Twadell Foreword by Richard DuFour

After interviewing and observing principals, administrators, and teachers, the authors identify seven leadership practices that effective PLC leaders share, along with the techniques that have led them to sustainable success. 216 pages 32BCA–BKF430 $29.95 ISBN 978-1-935542-29-2

32BCA–BKF590 $19.95 ISBN 978-1-936764-32-7

PLC at Work

Professional Learning Communities at Work™ Got great photos from a PLC event? Share your photos and stories with us on Facebook! fb.com/solutiontree

The PLC at Work™ Cartoon Book

Through New Eyes Examining the Culture of Your School

By Martha F. Campbell

Featuring Richard DuFour

Foreword by Richard DuFour and Rebecca DuFour

Bestseller This engaging video explores the differences between a traditional school and a professional learning community from a student’s perspective. Perfect for constructing a four-hour training session, it includes step-by-step instructions, guiding questions, and group activities. 30-minute DVD; 44-page Facilitator’s Guide

These clever cartoons show the humorous side of working in a professional learning community. The book features introductions by Richard DuFour and Rebecca DuFour, who remind readers to maintain a sense of humor. 144 pages 32BCA–BKF473 $19.95 ISBN 978-1-935543-09-1

32BCA–DVF007 $174.95 UPC 811796010018

The Role of PLCs in Advancing 21st Century Skills

Forged, Not Forced Implementation in Professional Learning Communities

Featuring Richard DuFour

Featuring Thomas W. Many

Discover the link between professional learning communities and 21st century skills. Dr. DuFour discusses how to develop a PLC culture by focusing on a commitment to effectively change behavior and to collaboratively develop strategies to teach 21st century skills. 71-minute DVD with presentation; CD with presentation handouts and supporting resources

Roll up your sleeves and engage in the PLC learning process with this step-by-step, side-by-side presentation on successful PLC implementation. Packed full of specific strategies, examples, stories, and anecdotes, you’ll see why creating a “learning by doing” culture requires modeling a learner’s behavior first. 59-minute DVD with presentation; CD with presentation handouts and supporting resources

32BCA–DVF048 $195.00 UPC 811796010476

32BCA–DVF060 $195.00 UPC 811796010568

The PLC Toolkit Powerful Tools for Improving Your School The Essential Resources of Richard DuFour, Robert Eaker, and Rebecca DuFour

The PLC Toolkit contains all the tools educators need for producing the structural and cultural changes necessary to transform their schools into PLCs. PLCs help students achieve at higher levels and make teaching a more rewarding and satisfying profession. Research on best practices has shown that a key to improving schools and sustaining that improvement is developing the capacity to function as a PLC. 18 resources, including books, videos, and 1 registration to an online course 32BCA–KTF129 $1,599.00

16 PLC at Work

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Professional Learning Communities at Work™ Are travel restrictions keeping you from sending a large team to a PLC event? Let us stream one of our high-quality events right to your location. solution-tree.com/hybrids

Professional Learning Communities at Work Institutes TM

Richard DuFour

Robert Eaker

June 3–5 June 6–8 June 12–14 June 18–20 July 8–10 July 17–19 July 24–26

Rebecca DuFour

Mike Mattos

Las Vegas, NV St. Charles, MO Tulsa, OK San Antonio, TX Minneapolis, MN Pasadena, CA Orlando, FL

The Professional Learning Communities at Work™ process is increasingly recognized as the most powerful strategy for sustained, substantive school improvement. These institutes give you and your team the knowledge and tools to implement this powerful process in your school or district. For three days, you will have the opportunity to network with some of the most insightful minds in education, including the architects of the PLC at Work™ process. Presenters are accessible to you throughout the event.

August 5–7 August 12–14 September 18–20 October 1–3 October 28–30 November 12–14

Lincolnshire, IL Seattle, WA Albuquerque, NM Charlotte, NC Indianapolis, IN Salt Lake City, UT

The program includes time for questions during the breakout sessions, a panel of experts to address questions from the audience, and time for teams to reflect and seek the advice of the presenters. At the end of team time, you will focus on next action steps, with presenters on hand to guide you.

Let our presenters come to you! Book an on-site PD experience today. PLC at WorkTM Coaching Academy Experts

PLC at WorkTM Coaching Academy Designed to accommodate up to 150 participants from a single district, the academy builds strong distributed leadership. Participating district schools each send a team of five, including the principal and four teacher leaders, to learn through a train-the-trainer model. This package of consulting and professional development engagements occurs over 9 to 12 months.

The academy is facilitated by one or more PLC at Work™ master coaches and includes three twoday on-site sessions, with targeted action occurring between sessions along with a robust selection of resources for each participant.

Tim Brown

Dennis King

Susan Sparks Many

Thomas W. Many

Eric Twadell

Kenneth C. Williams

Growing your PLC has never been easier! We also offer the PLC at Work™ Overview and PLC at Work™ Progress Report.

Enroll now! solution-tree.com/speakers/pd-services 888.763.9045

PLC at Work

Professional Learning Communities “Deep learning results when a teacher understands each student, develops an appreciation for the values students place on the learning process, and responds to individual needs.” —Differentiated Professional Development in a Professional Learning Community

Aligning School Districts as PLCs By Mark Van Clay, Perry Soldwedel, and Thomas W. Many

Creating a Coaching Culture for Professional Learning Communities

Foreword by Michael Fullan

By Jane A. G. Kise and Beth Russell

In order for a professional learning community to achieve its full potential across an entire district, central office staff, building leadership, and teachers must all align their work to each other and the three big ideas of a PLC. 168 pages

This practical resource provides activities designed to meet a wide variety of needs so you can choose the ones that fit your leadership style, the learning styles of team members, and the particular needs of the school. 232 pages

32BCA–BKF493 $24.95 ISBN 978-1-935543-39-8

Protocols for Professional Learning Conversations

32BCA–BKF350 $29.95 ISBN 978-1-935249-41-2

Cultivating the Art and Discipline

Collaborative Action Research for Professional Learning Communities

By Catherine Glaude

By Richard Sagor

Collegial conversations focused on improving student learning may be the most powerful professional development an educator will experience. Examine four collections of protocols to support professional learning conversations, and use them with your colleagues or with students in the classroom. 96 pages

Constant, high-quality collaborative inquiry sustains PLCs. Become disciplined and deliberative with data as you design and implement program improvements to enhance student learning. Detailed steps show you how to accomplish collaborative action research that drives continuous improvement. 176 pages 32BCA–BKF354 $24.95 ISBN 978-1-935249-61-0

32BCA–BKF516 $19.95 ISBN 978-1-935543-82-4 A Joint Publication With Connections Publishing Canadian customers: Visit connect2learning.com to order.

Differentiated Professional Development in a Professional Learning Community

When Students Fail to Learn

By Linda Bowgren and Kathryn Sever

Creating learning communities where all educators are focused on student results requires new ways of learning together. This book looks at practical and specific ways to use protocols to prompt and support new habits of working together in collaborative teams. 112 pages

If differentiated instruction works for diverse student learning needs, why not apply it to teacher learning? A practical guide for designing school or district professional development plans, this book explains a three-step model that is core to the differentiation process. 168 pages 32BCA–BKF275 $19.95 ISBN 978-1-934009-61-1

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Protocols for a Schoolwide Response By Catherine Glaude

32BCA–BKF518 $19.95 ISBN 978-1-935543-85-5 A Joint Publication With Connections Publishing Canadian customers: Visit connect2learning.com to order.

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Response to Intervention RTI in the Early Grades Intervention Strategies for Mathematics, Literacy, Behavior & Fine-Motor Challenges By Chris Weber NEW! Explore why intervention and support for struggling students in the early grades are essential to student success. Teachers and support personnel will discover how to implement RTI-based supports in the early grades and learn what this prevention looks like. Find practical, research-based strategies to seal the gaps in student learning in grades K–3, identify students who need intervention, and more. 208 pages; grades K–3. 32BCA–BKF572 $29.95 ISBN 978-1-936764-04-4

• Gain strategies for identifying, intervening with, and supporting students earlier than grade 4 when RTI programs typically begin. • Learn how to begin a dialogue within schools on evidence-based supports for early use of RTI programs. • Use checklists to determine next steps in each subject area for English learners and students with social and emotional, speech and language, and fine-motorskill challenges.

Simplifying Response to Intervention Four Essential Guiding Principles By Austin Buffum, Mike Mattos, and Chris Weber Bestseller The sequel to Pyramid Response to Intervention advocates that a successful RTI model begins by asking the right questions to create a fundamentally effective learning environment for every student. RTI is not a series of implementation steps, but rather a way of thinking. Understand why bureaucratic, paperwork-heavy, complianceoriented, test-score-driven approaches fail. Then, learn how to create a focused RTI model that works. 232 pages. 32BCA–BKF506 $29.95 ISBN 978-1-935543-65-7

• Use the four guiding principles to guide thinking and implementation. • Shift to a culture of collective responsibility. • Build team structures for collaboration. • Define essential learnings in a program of concentrated instruction. • Create a toolbox of effective interventions. • Develop a system of convergent assessment to identify students for intervention, determine their unique needs, monitor their progress, and revise or extend learning based on their progress.

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Response to Intervention Looking for next steps after an RTI event or PD date? Call 888.763.9045 and ask about follow-up web or video conferencing.

Pyramid Response to Intervention RTI, Professional Learning Communities, and How to Respond When Kids Don’t Learn By Austin Buffum, Mike Mattos, and Chris Weber Foreword by Richard DuFour

Bestseller Accessible language and compelling stories illustrate how RTI is most effective when built on the Professional Learning Communities at Work™ process. Written by award-winning educators from successful PLC schools, this book demonstrates how to create three tiers of interventions—from basic to intensive—to address student learning gaps. You will understand what a successful program looks like, and the many reproducible forms and activities will help your team understand how to make RTI work in your school. 248 pages. 32BCA–BKF251 $27.95 ISBN 978-1-934009-33-8

Pyramid Response to Intervention

Pyramid Response to Intervention How to Respond When Kids Don’t Learn

Four Essential Guiding Principles

Presenters: Austin Buffum, Mike Mattos, and Chris Weber

Featuring Austin Buffum, Mike Mattos, and Chris Weber

Bestseller Focusing on the four Cs vital to student achievement, this powerful fourpart program will help you collect targeted information on students’ individual needs and offer important learning leverage points. Four 20-minute DVDs; 88-page Facilitator’s Guide (in print and on CD)

Online Course

RTI experts take you through the critical stages of establishing PLCs, using universal screening tools, and devising interventions at three tiers. Included eBook: Pyramid Response to Intervention CEU: 32BCA–KDS004 $279.00 Graduate Credit: 32BCA–KDS005 $499.00

32BCA–DVF057 $595.00 UPC 811796010575

On Solid Ground

Tiers Without Tears

How PLC Practices Create the Foundation for a Successful Intervention Program Featuring Mike Mattos

A Systematic Approach to Implementing RTI in PLC Schools Featuring Austin Buffum

Mike shows how PLC practices provide the foundation for a successful intervention program and offers practical, effective strategies for beginning to build that foundation.

Dr. Buffum shows you how the big ideas of a PLC are foundationally important when implementing RTI.

32BCA–DVF045 $195.00 UPC 811796010438

A Practical Look at Response to Intervention Featuring Mike Mattos

Learn how RTI systems, combined with a PLC foundation, create a powerful system for achieving high levels of learning for all students.

32BCA–DVF036 $195.00 UPC 811796010322

Learning CPR Creating Powerful Responses When Students Don’t Learn Featuring Austin Buffum

Learn how to create a highly effective intervention program and gain practical, proven intervention ideas that are timely, targeted, and systematic. 32BCA–DVF035 $195.00 UPC 811796010315

32BCA–DVF046 $195.00 UPC 811796010421 These four videos contain a DVD with presentation and a CD with presentation handouts and supporting resources.

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Response to Intervention Need to convince an important decision maker? Download an information packet. solution-tree.com/event-packet

Simplifying RTI Institutes Presenters: Austin Buffum, Mike Mattos, Laurie Robinson, and Chris Weber

Austin Buffum

Laurie Robinson

April 15–17 June 26–28

Mike Mattos

Vancouver, BC Denver, CO

July 31–August 2 October 22–24

Grand Rapids, MI Kansas City, MO

Learning Outcomes

• Create a school/district culture that focuses on student learning. • Build a highly effective, collaborative core program. • Focus core instruction on rigorous core curriculum. • Unpack the CCSS into focused student learning targets.

Chris Weber

Learn how to create a proactive process to identify students who need help, place them in the proper intervention, monitor their progress, revise interventions as needed, and determine when students no longer need additional support.

Solution Tree events align your school improvement efforts across all levels. Here’s how to decide which event fits your needs: Institutes follow a focused agenda. Our Simplifying RTI Institutes concentrate on Tier 1 implementation. The presenters will deliver dynamic keynotes punctuated by interactive breakouts. Workshops are built to be flexible. Small teams work with the presenter(s) to customize their learning experience. Our Pyramid Response to Intervention Workshops cater to PLC adopters, and our Simplifying Response to Intervention Workshops are effective for anyone creating or refining their approach to RTI. See page 75 to learn more.

Pyramid Response to Intervention Workshops

Simplifying Response to Intervention Workshops

Presenters: Austin Buffum or Mike Mattos

March 13–14 March 13–14 April 10–11 April 24–25 May 1–2

Bellevue, WA San Antonio, TX Santa Ana, CA St. Charles, MO West Palm Beach, FL

May 2–3 May 8–9 May 8–9 May 14–15

Milpitas, CA Centennial, CO St. Paul, MN San Diego, CA

Understand why RTI is most effective when implemented on the foundation of a professional learning community. Learn how to create three tiers of interventions to address student learning gaps and how to make RTI work in your school.

March 20–21 March 2 5–26 April 4–5

Atlanta, GA San Diego, CA Dallas, TX

Learn why bureaucratic, paperwork-heavy, compliance-oriented, test-score-driven approaches fail—and then learn how to create an RTI model that works. Acquire four essential guiding principles and a simple process for implementation to help your school make RTI efficient, effective, and equitable.

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Response to Intervention “The power of an RTI framework is its ability to create cohesion among all the various initiatives designed to support student outcomes at a system level.” —How RTI Works in Secondary Schools

Pyramid of Behavior Interventions

Pyramid of Behavior Interventions Workshops

Seven Keys to a Positive Learning Environment By Tom Hierck , Charlie Coleman and Chris Weber

Students thrive when educators hold high expectations for behavior as well as academics. This book shows how to use a three-tiered pyramid of behavior supports to create a school culture and classroom climates in which learning is primed to occur. 132 pages 32BCA–BKF532 $24.95 ISBN 978-1-936765-06-5

How RTI Works in Secondary Schools

April 30–May 1 May 16–17 December 4–5

Milpitas, CA Bellevue, WA San Diego, CA

Create a learning environment where all students are set up for success. Walk through the essential implementation steps created by combining the principles of Professional Learning Communities at Work™ and pyramid response to intervention with the tenets of behavioral interventions.

Closing the RTI Gap Why Poverty and Culture Count

Building a Framework for Success By Holly Windram, Kerry Bollman, and Sara Johnson

After addressing the unique response to intervention challenges faced by those working in a secondary school, the authors outline three imperative components of a successful RTI program and then provide action steps and examples illustrating how to incorporate each within the different RTI tiers. 240 pages; grades 6–12 32BCA–BKF459 $29.95 ISBN 978-1-935542-87-2

Implementing RTI With English Learners By Douglas Fisher, Nancy Frey, and Carol Rothenberg

Learn why RTI is the ideal framework for supporting English learners. Follow the application and effectiveness of RTI through classroom examples and the stories of four representative students of varying ages, nationalities, and language proficiency levels. 160 pages 32BCA–BKF397 $24.95 ISBN 978-1-935249-97-9

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Presenters: Charlie Coleman and/or Tom Hierck

By Donna Walker Tileston

Get a clear understanding of poverty and culture, and learn how RTI can close achievement gaps related to these issues. Learn how you can achieve successful implementation in your school. Examine common pitfalls to avoid in the process. 168 pages 32BCA–BKF330 $19.95 ISBN 978-1-935249-38-2 A Joint Publication With the National Association of Elementary School Principals

Understanding Response to Intervention A Practical Guide to Systemic Implementation By Robert Howell, Sandra Patton, and Margaret Deiotte

Whether you want a basic understanding of RTI or desire thorough knowledge for district-level implementation, you need this book. Understand the nuts and bolts of RTI. Follow clear examples of effective practices that include systems and checklists to assess your RTI progress. 224 pages 32BCA–BKF253 $27.95 ISBN 978-1-934009-34-5

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Response to Intervention “RTI can be viewed and should be presented as teacher empowerment, since it enables teachers to now provide the required help for struggling students.” —RTI & Differentiated Reading in the K–8 Classroom

Beyond the RTI Pyramid Solutions for the First Years of Implementation By William N. Bender

This book helps schools deepen the RTI experience by extending the processes beyond initial implementation. Examples from real schools show how to apply RTI in reading, math, and behavior at elementary and secondary schools. 232 pages

RTI & Differentiated Reading in the K–8 Classroom By William N. Bender and Laura Waller

Transition from traditional whole-group reading instruction to the 21st century classroom using three innovations that dramatically improve elementary reading instruction: RTI, differentiated instruction, and technology. 208 pages; grades K–8 32BCA–BKF363 $29.95 ISBN 978-1-935249-68-9

32BCA–BKF280 $29.95 ISBN 978-1-934009-12-3

RTI in Middle and High Schools

RTI in Math Practical Guidelines for Elementary Teachers

By William N. Bender

This targeted resource discusses the innovations of RTI, differentiated instruction, and instructional technologies specifically for middle and high schools. Based on numerous real-world case studies, this book explores solutions for the complex challenges the RTI implementation process brings. 248 pages; grades 6–12 32BCA–BKF271 $29.95 ISBN 978-1-934009-51-2

Using Formative Assessment in the RTI Framework By Kay Burke and Eileen Depka

Understand the basics of RTI and its connection to formative assessment and adjust instruction to increase levels of student understanding and achievement with the information, tools, and techniques presented in this practical guide. 144 pages 32BCA–BKF369 $24.95 ISBN 978-1-935249-74-0

By William N. Bender and Darlene Crane

Explore common student difficulties in math, and see a three-tier RTI model in action. The authors provide an overview of research, detailed guidance through each stage of implementation, tools for reflection and growth, and discussion of support strategies beyond the classroom. 216 pages; grades K–5 32BCA–BKF279 $29.95 ISBN 978-1-934009-54-3

Response to Intervention in Math Workshops Presenters: William N. Bender and Darlene Crane March 20–21 April 24–25 May 6–7 September 25–26 November 12–13

Milpitas, CA Omaha, NE Centennial, CO St. Paul, MN San Antonio, TX

When planning multitiered interventions, students who struggle with mathematics often get overlooked. Learn why implementing RTI in mathematics is critical. Gain usable solutions and processes based on practical issues and emerging research.

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Response to Intervention “Response to intervention is our best hope to provide every child with the additional time and support needed to learn at high levels.” —Mike Mattos, author

Let our presenters come to you! Book a customized on-site PD experience today. Build flex time for interventions into the school day. Create the moral imperative (the “why”) behind RTI.

Simplify RTI into something less frustrating for educators, yet highly beneficial to students.

Call 888.763.9045 to start a conversation about your next steps. solution-tree.com/speakers/pd-services

RTI

Response to Intervention Experts

William N. Bender

Darlene Crane

Eileen Depka

Sara Johnson

Dennis King

Holly Windram

Coaching Academy

Form leadership teams to act as informed agents of change! This package of consulting and professional development engagements occurs over 9 to 12 months and includes three two-day on-site sessions, with targeted action occurring between sessions. Each participant receives a robust selection of resources. The academy comprehensively covers four essential guiding principles while teaching participants to create a sustainable RTI model:

RTI Coaching Academy Experts

Austin Buffum

Mike Mattos

Janet Malone

1. Collective responsibility is a shared belief that the primary responsibility of each member of the organization is to ensure high levels of learning for every child. 2. Concentrated instruction is a collaborative process that focuses teacher teams on the skills and knowledge most important to the student and his or her future. 3. Convergent assessment is an ongoing process of collecting targeted information to add depth and breadth to the understanding of each student’s individual needs, obstacles, and points of learning leverage. 4. Certain access is a systematic process that guarantees every student will receive the time and support needed to learn at high levels. 24 Response Category to Intervention

Chris Weber

Enroll now! solution-tree.com/speakers/pd-services 888.763.9045

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School Improvement Building a Culture of Hope Enriching Schools With Optimism and Opportunity By Robert D. Barr and Emily L. Gibson Research demonstrates that children of poverty need more than just academic instruction to succeed. Discover a blueprint for turning low-performing schools into Cultures of Hope! The authors draw from their own experiences in schools across the United States to illustrate how to support students with an approach that considers social as well as emotional factors in education. Available May 2013 32BCA–BKF503 $34.95 ISBN 978-1-936764-62-4

• Discover tested strategies behind the success of high-poverty, high-achieving schools. • Access surveys that gauge the temperature of your school’s culture. • Integrate the world of jobs and professional careers into academic curriculum. • Support students with tools to envision and plan for the future. • Understand the power of collaboration in school culture. • Define processes for building consensus and increasing collaboration.

More Than a SMART Goal Staying Focused on Student Learning By Anne E. Conzemius and Terry Morganti-Fisher Setting data-informed, high-priority SMART goals is a critical step in school improvement that is widely acknowledged. However, goals themselves don’t drive improvement; they must be aligned to the school improvement process, curriculum, instruction, assessment practices, mandates, and professional development. Understand how to properly use the SMART goal process to effect change and achieve real school improvement. 160 pages

• Learn multiple strategies and processes designed to bring coherence and measurement to instructional planning. • Discover five effective guidelines for total system improvement. • Acquire a SMART process for professional learning. • Gain practical tools for sustained focus throughout professional development.

32BCA–BKF482 $24.95 ISBN 978-1-935543-24-4

School Improvement

School Improvement “Although most of us acknowledge the power of goals in our own lives, they remain the single most underestimated and underutilized means of improving student learning—particularly in the classroom—in education today.” —The Power of SMART Goals

The Power of SMART Goals Using Goals to Improve Student Learning

The Handbook for SMART School Teams

By Jan O’Neill and Anne E. Conzemius

By Anne E. Conzemius and Jan O’Neill

With Carol Commodore and Carol Pulsfus

Learn what makes a school team SMART (Strategic and Specific, Measurable, Attainable, Results-based, and Time-bound) and how you can collaborate to achieve positive results. This practical, engaging handbook shares best practices essential to building a solid network of support. 352 pages; CD

This easy-to-read guide will help your staff set effective goals that lead to real results. Four success stories illustrate how to transform challenges into opportunities for learning using an approach that is Strategic and Specific, Measurable, Attainable, Results-based, and Time-bound. That’s SMART! 232 pages

32BCA–BKF392 $54.95 ISBN 978-1-935249-92-4

32BCA–BKF207 $29.95 ISBN 978-1-932127-87-4

The Future of Schooling

Change Wars

Educating America in 2020

Edited by Andy Hargreaves and Michael Fullan

By Bryan Goodwin, Laura Lefkowits, Carolyn Woempner, and Elizabeth Hubbell

By Michael Barber, Linda Darling-Hammond, Richard Elmore, Michael Fullan, Andy Hargreaves, Jonathan Jansen, Ben Levin, Pedro Noguera, Douglas B. Reeves, Andreas Schleicher, Dennis Shirley, James Spillane, and Marc Tucker

The actions you take now will help your school or district succeed in the future. McREL experts show you how to use scenario planning to prepare for the future world of education, which will help you identify actions today that will maximize your chance for success tomorrow. 176 pages

What can organizations do to create profound, enduring changes? International experts prove successful change can be a realistic goal and then explore constructive alternatives to traditional change strategies. 304 pages; hardcover

32BCA–BKF433 $19.95 ISBN 978-1-935542-45-2

32BCA–BKF254 $34.95 ISBN 978-1-934009-31-4

A Joint Publication With McREL

Let our presenters come to you! Book a customized on-site PD experience today. Address issues of communication between teachers and school leaders. Overcome negative perceptions about students and student groups. Resolve staff conflict.

Create a culture of shared decision making. Break down academic data into transparent information that can be utilized by students, parents, and educators.

School Improvement Experts

Dawn Billings

Mardale Dunsworth

Edie L. Holcomb

Laura Lipton

Anthony Muhammad

Bruce Wellman

Call 888.763.9045 to start a conversation about your next steps. solution-tree.com/speakers/pd-services

26 School Improvement

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School Improvement “Supervision that focuses on learners and learning is not about explaining or justifying a rating, but about exploring practice and the effect of that practice on student learning.” —Laura Lipton, author

Got Data? Now What? Creating and Leading Cultures of Inquiry By Laura Lipton and Bruce Wellman Explore three defining challenges that school teams face when gathering, interpreting, and utilizing school data. Complete with survey questions for efficient data collection, group work structures, strategies, and tools—along with essential definitions and descriptions of data types—this compelling guide will help you confront data obstacles and turn struggling committees into powerful communities of learners. 144 pages 32BCA–BKF530 $24.95 ISBN 978-1-936765-03-4

Got Data? Moving Your Team to Results Workshops October 16–17 November 14–15

Laura Lipton

Bruce Wellman

Omaha, NE Santa Ana, CA

Learning Outcomes

• Learn and apply the seven qualities of highperforming teams. • Engage with practical structures for using data to focus a team’s attention and energy. • Apply a three-phase model for guiding datadriven collaborative inquiry. • Expand your repertoire of assessment tools, strategies, and structures for developing teams.

Research has shown that data-driven teacher collaboration produces robust gains in student learning. Explore the seven qualities of high-performing teams, and learn powerful principles, field-tested strategies, and practical takeaways for using data to focus team conversations that improve student learning.

The High-Performing School

Data Dynamics

Benchmarking the 10 Indicators of Effectiveness

Aligning Teacher Team, School, & District Efforts

By Mardale Dunsworth and Dawn Billings

By Edie L. Holcomb

First, understand the research on the 10 indicators of high-performing schools. Then, use rubrics to compare your practices and learn what to do to improve. Finally, use tools and strategies to create buy-in, involve all stakeholders, and monitor and report your progress. 384 pages; CD

Examine the ways your school can better use student achievement data, nonacademic student data, staff data, and parent/community data to identify areas for improvement. Designed to help administrators and leaders, this book also details how teachers can use good data to monitor and motivate students. 224 pages

32BCA–BKF294 $34.95 ISBN 978-1-934009-47-5

32BCA–BKF424 $29.95 ISBN 978-1-935542-23-0

School Improvement

School Improvement “Teachers must be equipped with tools and processes that allow them to develop a depth of understanding about what they are expected to teach and what students must learn.” —Lisa Carter, author

Total Instructional Alignment

From Standards to Student Success

Three Deep Understandings for PLCs

By Lisa Carter

Featuring Lisa Carter

Foreword by Lawrence W. Lezotte

Support the learning-for-all mission with Lisa as she unlocks the traditional scholastic system and mind-set by offering tools, tasks, and reports, along with three deep understandings necessary for educators functioning as professional learning communities. 60-minute DVD with presentation; flash drive with presentation handouts and supporting resources

Effective education in the new millennium calls for changing an antiquated system. Learn how you can create a flexible, proactive system by focusing on systemic alignment as well as alignment among standards, curriculum, classroom instruction, and assessment. 136 pages 32BCA–BKF222 $19.95 ISBN 978-1-934009-01-7

32BCA–DVF025 $195.00 UPC 811796010162

Implementing Common Core Standards With Total Instructional Alignment Workshops March 18–19 April 17–18 Lisa Carter

Atlanta, GA Albuquerque, NM

April 22–23 October 7–8

St. Charles, MO San Diego, CA

Learning Outcomes

The Will to Lead, the Skill to Teach

Redefining the Norm

Transforming Schools at Every Level

Learning for ALL

By Anthony Muhammad and Sharroky Hollie

Featuring Anthony Muhammad

Bestseller The authors acknowledge both the structural and sociological issues that contribute to low-performing schools and offer multiple tools and strategies to assess and improve classroom management, increase literacy, establish academic vocabulary, and contribute to a healthier school culture. 176 pages 32BCA–BKF443 $19.95 ISBN 978-1-935542-54-4

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Dare to confront the status quo with Dr. Muhammad as he reviews the achievement gap problem, the challenges of reform—both cultural and technical— and the historical, sociological, and psychological aspects of school cultures that make implementing PLCs a challenge. 91-minute DVD with presentation; CD with presentation handouts and supporting resources 32BCA–DVF062 $195.00 UPC 811796010599

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School Improvement Author Wayne Hulley has been at the forefront of effective schools research in Canada for 30 years. He knows what’s wrong and how to fix it.

Wayne Hulley

Wayne Hulley’s Planning for School and Student Success Process (PSSSP) site-based planning model is used in more than 1,200 schools across North America to improve learning outcomes, increase teacher satisfaction, and build community support. PSSSP eliminates the eight flaws school leaders make while planning for school improvement—so that moving forward results in change that lasts.

What sets PSSSP apart as a successful school improvement model? Here are just a few aspects.

• Requires commitment from leadership first • Creates shared values, vision, and purpose • Collects critical evidence and disaggregates it to build staff ownership

• Delivers high-yield strategies to use in planning • Leverages data-driven “SMARTER Heart” goals to guide actions

NEW! Building Better Schools Together Institute Presenters: Wayne Hulley, Karen Branscombe, Tom Hierck, François Massé, Anthony Muhammad, Ainsley B. Rose, and Kenneth C. Williams October 17–19 Wayne Hulley

Anthony Muhammad

Karen Branscombe

Ainsley B. Rose

Tom Hierck

François Massé

Kenneth C. Williams

Toronto, ON

Learning Outcomes

• Build staff commitment with a focus on maintaining a collaborative culture. • Reinforce and support planning initiatives by leveraging relevant data. • Develop clear goals that effectively direct staff planning.

Discover how to implement Wayne Hulley’s model, the Planning for School and Student Success Process (PSSSP), which identifies and counteracts eight critical issues that inhibit students from reaching their full potential.

Harbors of Hope

Getting By or Getting Better

The Planning for School and Student Success Process

Applying Effective Schools Research to Today’s Issues

By Wayne Hulley

and Linda Dier

Create a culture of hope that will improve student achievement and behavior. The proven planning model in this resource will empower you to use the power of purpose to align staff efforts, implement high-yield strategies to enhance student performance, and much more! 232 pages 32BCA–BKF181 $24.95 ISBN 978-1-932127-44-7

and Linda Dier

Learn how 14 schools became exemplary using excellent planning processes and action steps for total school improvement. Building on their work in Harbors of Hope, the authors reveal seven lessons for success based on the correlates of effective schools. 240 pages

32BCA–BKF262 $24.95 ISBN 978-1-934009-40-6

84-minute DVD with presentation; flash drive with presentation handouts and supporting resources

32BCA–DVF028 $195.00 UPC 811796010193

School Improvement

School Improvement “Talking one-on-one with students allowed me to connect the present with their future and remind them of the Big W: Work! Anything was possible if only they would do the work.” —Breaking the Poverty Barrier

Breaking the Poverty Barrier

What Effective Schools Do

Changing Student Lives With Passion, Perseverance, and Performance

Re-Envisioning the Correlates

By Ricardo LeBlanc-Esparza and William S. Roulston

Strong leadership, parent involvement, mentoring, data-based intervention, and high expectations are known factors in student success. This book illustrates the specific strategies and critical steps that transformed a school with shockingly low proficiency into a National Showcase School. 216 pages

By Lawrence W. Lezotte and Kathleen McKee Snyder

This guide helps educators implement a continuous school improvement system through application of the seven correlates of effective schools. The authors discuss each correlate, update the knowledge base, and incorporate practical ideas from practitioners in the field. 176 pages 32BCA–BKF336 $24.95 ISBN 978-1-935249-51-1

32BCA–BKF476 $29.95 ISBN 978-1-935543-14-5

The Kids Left Behind

Turning Your School Around

Catching Up the Underachieving Children of Poverty

A Self-Guided Audit for School Improvement

By Robert D. Barr and William H. Parrett Foreword by Kati Haycock

Successfully reach and teach the underachieving children of poverty with the help of this comprehensive resource. The authors’ compiled research reveals practical, usable, best-practice strategies you can implement at district, school, and classroom levels. 276 pages

By Robert D. Barr and Debra L. Yates

Learn a step-by-step protocol for the self-guided audit that focuses on the most crucial areas of school improvement identified in The Kids Left Behind, the nationally recognized work by Robert D. Barr and William H. Parrett. 224 pages 32BCA–BKF295 $29.95 ISBN 978-1-934009-72-7

32BCA–BKF432 $34.95 ISBN 978-1-935542-35-3

Delivering on the Promise The Education Revolution By Richard A. DeLorenzo, Wendy J. Battino, Rick M. Schreiber, and Barbara Gaddy Carrio

Learn how a team of visionary educators abandoned traditional time-based education to develop the Re-Inventing Schools Coalition (RISC) Approach to Schooling. This performance- and standards-based system can be replicated anywhere, by anyone, for any student, under any set of circumstances. 224 pages

School Improvement for the Next Generation By Stephen White and Raymond L. Smith

Learn best practices from successful schools that use next-generation school improvement methods. Focused chapters guide you through the modified planning, implementation, monitoring, and evaluation cycle at the core of this school improvement model. Specific strategies empower you to put the knowledge to use. 192 pages 32BCA–BKF312 $29.95 ISBN 978-1-935249-20-7

32BCA–BKF268 $24.95 ISBN 978-1-934009-42-0

30 School Improvement

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Leadership

The Will to Lead, the Skill to Teach Transforming Schools at Every Level By Anthony Muhammad and Sharroky Hollie Bestseller School improvement begins with self-examination and honest dialogue about socialization, bias, discrimination, and cultural insensitivity. The authors acknowledge both the structural and sociological issues that contribute to low-performing schools and offer multiple tools and strategies to assess and improve classroom management, increase literacy, establish academic vocabulary, and contribute to a healthier school culture. 176 pages 32BCA–BKF443 $19.95 ISBN 978-1-935542-54-4

• Reflect on current practices and identify areas for improvement. • Spot the factors that can be harmful to school cultures. • Identify your school as high will/low skill, high skill/low will, low will/low skill, or high will/high skill. • Develop a blueprint for achieving skilled pedagogy and successful school improvement. • Gain practical classroom management strategies and activities.

Working With Difficult & Resistant Staff By John F. Eller and Sheila A. Eller To move forward in the school improvement process, school leaders must address the behaviors of difficult and resistant staff members while sending the message that a few people cannot halt change. This book will help school leaders understand how to prevent and address negative behaviors to ensure positive school change. 144 pages 32BCA–BKF407 $24.95 ISBN 978-1-935542-07-0

• Gain bullet points, checklists, and brief descriptions to assist busy school leaders in finding solutions fast. • Discover authentic stories and specific insights to show exactly how to address each situation. • Acquire helpful planning exercises and templates for principals. • Reflect on leadership questions to extend the learning.

Leadership

Leadership “To effectively diagnose and eliminate toxic school culture, we must take an honest look at the internal and external factors that create the conditions that make cultural transformation difficult.” —Transforming School Culture

Transforming School Culture How to Overcome Staff Division By Anthony Muhammad Foreword by Richard DuFour

Bestseller Busy administrators will appreciate this quick read packed with immediate, accessible strategies. This book provides the framework for understanding dynamic relationships within a school culture and ensuring a positive environment that supports the changes necessary to improve learning for all students. The author explores many aspects of human behavior, social conditions, and history to reveal best practices for building healthy school cultures. 144 pages 32BCA–BKF281 $19.95 ISBN 978-1-934009-45-1

Transforming School Culture Presenter: Anthony Muhammad

Online Course

Discover the underlying tensions that impact school culture by identifying four different types of educators: Believers, Fundamentalists, Tweeners, and Survivors. After discussing the prevailing beliefs and assumptions of these groups, Dr. Muhammad shows you specific strategies for working with each group in order to create positive change. Included eBook: Transforming School Culture

Want free resources? Browse the tools our authors have created for you. solution-tree.com/resources

CEU: 32BCA–KDS001 $279.00 Graduate Credit: 32BCA–KDS002 $499.00

Transforming School Culture

Leading a Learning Organization

Understanding and Overcoming Resistance to Necessary Change

The Science of Working With Others

Featuring Anthony Muhammad

Dr. Muhammad describes the prevailing beliefs and assumptions of four different types of educators: Believers, Fundamentalists, Tweeners, and Survivors. After arguing that their collective dynamic ultimately determines the culture of a school, he provides specific strategies for working with each group. 85-minute DVD with presentation; CD with presentation handouts and supporting resources

32 Leadership

By Casey Reason

Improve the quality of organizational learning in your school. The author draws on educational, psychological, and neuroscientific research to show how leaders can change the prevailing emotional climate or tone of a school to promote deeper learning at all levels. 192 pages 32BCA–BKF283 $24.95 ISBN 978-1-934009-57-4

32BCA–DVF022 $195.00 UPC 811796010339

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Leadership Sign up to enjoy access to blog posts from Solution Tree authors, tips for teaching and leading, special offers, and more! solution-tree/updates

Leaders of Learning How District, School, and Classroom Leaders Improve Student Achievement By Richard DuFour and Robert J. Marzano Bestseller For many years, the authors have been fellow travelers on the journey to help educators improve their schools. Their first coauthored book focuses on district leadership, principal leadership, and team leadership and addresses how individual teachers can be most effective in leading students—by learning with colleagues how to implement the most promising pedagogy in their classrooms. 248 pages 32BCA–BKF455 $24.95 ISBN 978-1-935542-66-7

Leadership NOW A Collaborative Summit for Administrators and Teachers Presenters: Richard DuFour, Robert J. Marzano, Sir Ken Robinson, Anthony Muhammad, Kenneth C. Williams, Rebecca DuFour, Tammy Heflebower, Timothy D. Kanold, and Phil Warrick Richard DuFour

Robert J. Marzano

Sir Ken Robinson

April 24–26

Las Vegas, NV

Learning Outcomes

Anthony Muhammad

Kenneth C. Williams

• Gain an understanding of how to create high standards of achievement for all students. • Acquire techniques for consensus building, strategic planning, and vision development. • Develop effective systems of job-embedded professional development.

Get top-to-bottom training on everything from the key elements of effective leadership to techniques necessary for transforming student learning. Ensure collaborative learning through shared leadership and accountability, and gain tools, tips, and templates proven to impact team effectiveness and student learning.

Leadership’s Ten Commandments Featuring Kenneth C. Williams

Looking for an easy-to-implement and powerful framework for leading and sustaining change in your professional learning community? Kenneth employs research, encourages audience participation, and reflects on his own experience to show you how to lead with integrity and create a collaborative staff dedicated to student learning. 62-minute DVD with presentation; CD with presentation handouts and supporting resources 32BCA–DVF042 $195.00 UPC 811796010407

District Leadership That Works Striking the Right Balance By Robert J. Marzano and Timothy Waters

Bridge the divide between administrative duties and daily classroom impact with a leadership mechanism called defined autonomy. Learn strategies for creating district-defined goals while giving buildinglevel staff the stylistic freedom to respond quickly and effectively to student failure. 168 pages 32BCA–BKF314 $24.95 ISBN 978-1-935249-19-1 A Joint Publication With McREL

Leadership

Leadership The Leading EdgeTM series takes you to the edge where a rich history of research meets new horizons of innovation and insight.

Breaking Through Effective Instruction & Assessment for Reaching English Learners Edited by Margarita Calderón By Barbara D. Acosta, Laura Alvarez, Kristina Anstrom, Margarita Calderón, Sarah Capitelli, Jim Cummins, Claude Goldenberg, Joel Gómez, Margo Gottlieb, Elena Izquierdo, Okhee Lee, Liliana Minaya-Rowe, Alba A. Ortiz, Charlene Rivera, Robert E. Slavin, Maria N. Trejo, and Guadalupe Valdés

Utilizing new research and field studies, this book provides a whole-school approach to helping English learners (ELs) achieve academically while they learn English. Discover why ELs learn better when language, literacy, and subject matter are integrated, and learn how to prepare all teachers in a school to meet the needs of this growing student population. 288 pages; hardcover 32BCA–BKF552 $34.95 ISBN 978-1-936765-36-2

Ahead of the Curve

On Common Ground

The Power of Assessment to Transform Teaching and Learning

The Power of Professional Learning Communities

Edited by Douglas B. Reeves

Edited by Richard DuFour, Robert Eaker, and Rebecca DuFour

By Larry Ainsworth, Lisa Almeida, Anne Davies, Richard DuFour, Linda Gregg, Thomas R. Guskey, Robert J. Marzano, Ken O’Connor, Douglas B. Reeves, Rick Stiggins, Stephen White, and Dylan Wiliam

Bestseller Leaders in education contribute their perspectives on effective assessment design and implementation, sending out a call for redirecting assessment to improve student achievement and inform instruction. 280 pages; hardcover 32BCA–BKF232 $34.95 ISBN 978-1-934009-06-2

By Roland Barth, Rebecca DuFour, Richard DuFour, Robert Eaker, Barbara Eason-Watkins, Michael Fullan, Lawrence W. Lezotte, Douglas B. Reeves, Jonathon Saphier, Mike Schmoker, Dennis Sparks, and Rick Stiggins

21st Century Skills Rethinking How Students Learn Edited by James A. Bellanca and Ron Brandt By John Barell, Linda Darling-Hammond, Chris Dede, Rebecca DuFour, Richard DuFour, Douglas Fisher, Robin J. Fogarty, Nancy Frey, Howard Gardner, Andy Hargreaves, David W. Johnson, Roger T. Johnson, Ken Kay, Cheryl Lemke, Jay McTighe, Alan November, Bob Pearlman, Brian M. Pete, Douglas B. Reeves, Will Richardson, and Elliott Seif Foreword by Ken Kay

This anthology introduces the Framework for 21st Century Learning from the Partnership for 21st Century Skills as a way to re-envision learning and prepare students for a rapidly evolving global and technological world. Highly respected education leaders and innovators focus on why these skills are necessary, which are most important, and how to best help schools include them in curriculum and instruction. 408 pages; hardcover 32BCA–BKF389 $34.95 ISBN 978-1-935249-90-0

34 Leadership

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Leadership Each volume of the Leading EdgeTM series delivers a collection of high-caliber voices united in discussion of a single crucial topic in education.

Mind, Brain, & Education Neuroscience Implications for the Classroom Edited by David A. Sousa By Daniel Ansari, Joanna A. Christodoulou, Donna Coch, Stanislas Dehaene, Keith Devlin, Marianna D. Eddy, Matthias Faeth, Kurt W. Fischer, John Gabrieli, Mariale M. Hardiman, Katie Heikkinen, Mary Helen Immordino-Yang, Tricia O’Loughlin, Michael I. Posner, David A. Sousa, Diane L. Williams, and Judy Willis

Understanding how the brain learns helps teachers do their jobs more effectively. Primary researchers share the latest findings on the learning process and address their implications for educational theory and practice. Explore applications, examples, and suggestions for further thought and research; numerous charts and diagrams; strategies for all subject areas; and new ways of thinking about intelligence, academic ability, and learning disability. 312 pages; hardcover 32BCA–BKF358 $34.95 ISBN 978-1-935249-63-4

Change Wars

On Excellence in Teaching

Edited by Andy Hargreaves and Michael Fullan

Edited by Robert J. Marzano

By Barrie Bennett, David Berliner, Jere Brophy, Lynn Erickson, Thomas Good, Heidi Hayes Jacobs, Jana Marzano, Robert J. Marzano, Richard Mayer, Jay McTighe, Matthew Perini, Debra J. Pickering, Harvey Silver, Carol Ann Tomlinson, and Grant Wiggins

The world’s best education researchers, theorists, and staff developers provide a comprehensive view of instruction from a theoretical, systemic, and classroom perspective. 392 pages; hardcover

32BCA–BKF254 $34.95 ISBN 978-1-934009-31-4

32BCA–BKF278 $34.95 ISBN 978-1-934009-58-1

Rebuilding the Foundation Effective Reading Instruction for 21st Century Literacy Edited by Timothy V. Rasinski By Peter Afflerbach, Richard L. Allington, Rita M. Bean, Donald R. Bear, Camille L. Z. Blachowicz, Ruth Culham, Patricia M. Cunningham, Peter J. Fisher, Linda B. Gambrell, James V. Hoffman, Lesley Mandel Morrow, Maureen McLaughlin, Maryann Mraz, P. David Pearson, Timothy V. Rasinski, Timothy Shanahan, William H. Teale, Shane Templeton, Richard T. Vacca, Susan Watts-Taffe, and Junko Yokota

Teaching reading is a complex task without a simple formula for developing quality instruction. The authors present a deep and thoughtful conversation about what is meant by effective reading instruction for all students. Rather than build on or alter existing models, this book considers how educators and policymakers might think about rebuilding and reconceptualizing reading education, perhaps from the ground up. 352 pages; hardcover 32BCA–BKF399 $34.95 ISBN 978-1-935542-00-1

Leadership

Leadership Solution Tree is proud to partner with the National Association of Elementary School Principals and distinguished experts to copublish the Essentials for Principals series for K–8 principals.

How to Interview, Hire, & Retain High-Quality New Teachers By John C. Daresh and Bridget N. Daresh NEW! 3rd Edition The key to student success starts in the classroom. Principals face the challenge of finding and keeping highly qualified teachers who will work to ensure learning for all. The authors use firsthand experiences and observations to guide readers through effective processes for recruiting, interviewing, hiring, and supporting faculty who best fit the needs of individual schools. 104 pages 32BCA–BKF447 $19.95 ISBN 978-1-935542-72-8

Communicating & Connecting With Social Media

Mobile Learning Devices

By William M. Ferriter, Jason T. Ramsden, and Eric C. Sheninger

Learn exactly what mobile learning is, how to introduce MLDs into your school, and how to ensure that teachers and students use them appropriately to enhance 21st century learning. Logistical implementation tips and examples of effective lesson plans are included. 96 pages

In this short text, the authors examine how enterprising schools are using social media tools to provide customized professional development for teachers and to transform communication practices with staff, students, parents, and other stakeholders. 104 pages

By Kipp D. Rogers

32BCA–BKF445 $19.95 ISBN 978-1-935542-69-8

32BCA–BKF474 $19.95 ISBN 978-1-935249-54-2

Data-Based Decision Making

Effective Program Evaluation

By Edie L. Holcomb

By Mardale Dunsworth and Dawn Billings

3rd Edition You’re ready to start collecting school data, but what data? How will you find it, and how will you use it once you have it? An informative resource for elementary school principals, this book takes an in-depth look at best data collection practice for schoolwide improvement. 120 pages; grades K–5

2nd Edition Educators and administrators are increasingly coming to realize the importance of making decisions based on reliable, accurate data. This short guide provides a clear and easily implemented blueprint for evaluating academic programs, practices, or strategies using a simple framework. 96 pages

32BCA–BKF469 $19.95 ISBN 978-1-935543-02-2

36 Leadership

32BCA–BKF461 $19.95 ISBN 978-1-935542-90-2

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Leadership The Essentials for Principals series contains short, focused guides that will keep you on the cutting edge of an ever-evolving list of trends and challenges.

Strengthening the Connection Between School & Home

The School Leader’s Guide to Grading

By Ricardo LeBlanc-Esparza and Kym LeBlanc-Esparza

By Ken O’Connor

NEW! 2nd Edition Examine the pivotal role family engagement plays in student achievement with this research-based guide. Leaders will find specific strategies to involve families, including 11 ways to create a family-friendly school and advice for connecting with families who are hard to reach. 96 pages 32BCA–BKF486 $19.95 ISBN 978-1-935543-30-5

NEW! Ensure your school’s grading procedures are supportive of learning, accurate, meaningful, and consistent. Discover how the “seven essential Ps” can improve your effectiveness in supporting assessment and communicating student achievement. Learn how to avoid inaccurate grades and what causes them. 112 pages 32BCA–BKF553 $19.95 ISBN 978-1-935542-52-0

The School Leader’s Guide to English Learners

The School Leader’s Guide to Special Education

By Douglas Fisher and Nancy Frey

By Margaret J. McLaughlin and Kristin Ruedel

English learners face a difficult challenge: learning in English. How, then, do you set reasonable expectations for developing proficiency? School leaders will learn how to assess the individual needs of ELs, how to create a quality instructional program, and how to evaluate performance. 96 pages 32BCA–BKF540 $19.95 ISBN 978-1-936765-17-1

Creating Physical & Emotional Security in Schools

3rd Edition You have IEPs and BIPs in place, but are they really working? Find a refresher on the key legal rights of students with disabilities, along with methods for designing and implementing IEPs and BIPs that work, approaches to creating effective instruction and assessment practices, and more. 112 pages 32BCA–BKF453 $19.95 ISBN 978-1-935542-81-0

The School Leader’s Guide to Professional Learning Communities at Work TM

By Kenneth C. Williams

2nd Edition Give your students a physically and emotionally safe learning environment. Learn how you and your teachers can nurture supportive relationships with students, develop conflict management strategies, prevent different forms of bullying, develop student initiative and resilience, and encourage celebration. 80 pages 32BCA–BKF451 $19.95 ISBN 978-1-935542-78-0

By Richard DuFour and Rebecca DuFour

Leadership

Leadership Solution Tree is proud to partner with the National Association of Elementary School Principals and distinguished experts to copublish the What Principals Need to Know series for K–8 principals.

What Principals Need to Know About Teaching and Learning Reading By Patricia M. Cunningham and James W. Cunningham NEW! 2nd Edition Principals will discover practical strategies for strengthening and improving reading programs using the foundation established by the authors’ six truths of reading instruction. Explore comprehensive, multifaceted instruction techniques, as well as additional steps you can take to support students directly. Identify and troubleshoot problems your teachers may face, and gain valuable approaches to topics such as reading comprehension, vocabulary and literacy, and phonics and fluency. 128 pages 32BCA–BKF563 $24.95 ISBN 978-1-936765-53-9

What Principals Need to Know About the Basics of Creating Brain-Compatible Classrooms

What Principals Need to Know About Differentiated Instruction

By David A. Sousa

2nd Edition This valuable resource gives administrators the knowledge and skills needed to enable teachers to implement and sustain differentiation. Learn information and strategies to jump-start, guide, and coach teachers as they respond to the needs of diverse students. 96 pages

Understand the basics for creating a brain-compatible classroom with this brief, accessible guide customized for principals. This book provides an overview of educational neuroscience designed to help principals construct meaningful professional development that enhances teachers’ knowledge and skills about braincompatible learning. 120 pages

By Gayle Gregory

32BCA–BKF536 $19.95 ISBN 978-1-935542-50-6

32BCA–BKF463 $19.95 ISBN 978-1-935542-99-5

What Principals Need to Know About Teaching and Learning Mathematics

What Principals Need to Know About Teaching and Learning Science

By Timothy D. Kanold, Diane J. Briars, and Francis (Skip) Fennell

By Eric C. Sheninger and Keith Devereaux

This must-have resource offers support and encouragement for improved mathematics achievement across every grade level. With an emphasis on Principles and Standards for School Mathematics and Common Core State Standards, this book covers the importance of mathematics content, learning and instruction, and mathematics assessment. 136 pages 32BCA–BKF501 $24.95 ISBN 978-1-935543-55-8

38 Leadership

2nd Edition This accessible resource offers practical strategies for increasing student achievement in science and fostering a school environment that supports the science curriculum. With checklists, assessments, and reproducibles that you can share with stakeholders, discover how to improve science instruction and sustain a strong science program. 136 pages 32BCA–BKF544 $24.95 ISBN 978-1-935543-58-9

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Leadership “Communication through social media tools gives stakeholders reasons to feel emotionally connected to the mission of the school or district and to feel confident in your ability to get the job done.” —Why Social Media Matters

Leading With Trust

Developing Connective Leadership

How to Build Strong School Teams

Successes With Thinking Maps ®

By Susan Stephenson

By Larry Alper, Kimberly Williams, and David Hyerle

Identify causes of distrust, and learn how to discuss traditionally taboo topics. This book offers strategies based on substantial findings from the latest research. Activities help team leaders engage staff and move the community toward a more trusting environment. 264 pages 32BCA–BKF282 $34.95 ISBN 978-1-934009-46-8

Explore leadership from the inside out, and define a visual language for thinking with Thinking Maps ®. Examine personal reflectiveness, interpersonal interactions, schoolwide change processes, and more— all to bring you back to leading connectively and collaboratively. 168 pages 32BCA–BKF367 $24.95 ISBN 978-1-935249-72-6 Thinking Maps© is a registered trademark of Thinking Maps, Inc. The trademark has been used with permission.

Leadership 180

Why Social Media Matters

Daily Meditations on School Leadership

School Communication in the Digital Age

By Dennis Sparks

By Kitty Porterfield and Meg Carnes

This daily inspirational book contains 180 meditations for busy school leaders. Each page contains a quote focused on an essential leadership topic and a translation into a powerful “Today I will…” statement that integrates the reflection into daily practice. 208 pages

Foreword by Daniel A. Domenech

32BCA–BKF375 $24.95 ISBN 978-1-935249-82-5

Here’s everything you need to know to begin building a social media platform that nurtures relationships and garners support from your key stakeholders, including stepby-step instructions on how to use three of today’s most popular tools for social media: Twitter, Facebook, and blogs. 160 pages 32BCA–BKF465 $19.95 ISBN 978-1-935542-96-4 A Joint Publication With the American Association of School Administrators

Five Big Ideas

The School Board Fieldbook

Leading Total Instructional Alignment

Leading With Vision

By Lisa Carter

By Mark Van Clay and Perry Soldwedel

In this sequel to Total Instructional Alignment, the author reveals the five big ideas at the core of successful schools. Focus on these ideas to simplify decision making, eliminate distractions, and intensify efforts to promote effective teaching and learning. 128 pages

Take a reader-friendly tour through the responsibilities and challenges of being a school board member. Award-winning administrators give practical guidance on how to best work with school administrators and staff to create and fulfill a shared vision of school system excellence. 176 pages

32BCA–BKF263 $19.95 ISBN 978-1-934009-23-9

32BCA–BKF269 $24.95 ISBN 978-1-934009-44-4 A Joint Publication With the American Association of School Administrators

Leadership

Tackle

crucial leadership issues head on

Triple Nickel Press publishes innovative business books with a commitment to improving the practices of individuals and organizations. Our books cover a wide range of categories, marrying nontraditional topics and encouraging global practices in a flat and open world. Shifting the Monkey The Art of Protecting Good People From Liars, Criers, and Other Slackers

Intentional Leadership 12 Lenses for Focusing Strengths, Managing Weaknesses, and Achieving Your Purpose

By Todd Whitaker

By Jane A. G. Kise

Through a simple and memorable metaphor, Todd Whitaker helps you reinvigorate your staff and transform your organization. 128 pages; 5 x 8; hardcover with dust jacket

NEW! Learn how to practice intentional leadership—a style of leading that focuses on how to lead, not just what to accomplish. 7 x 10; hardcover with dust jacket

32BCA–BKN005 $16.95 ISBN 978-0-9827029-7-0

32BCA–BKN010 $24.95 ISBN 978-0-9833020-7-0

Brainwork

100 Days to Leadership Impact

The Neuroscience Behind How We Lead Others

By Casey Reason

By David A. Sousa

David A. Sousa shows you how to leverage the most provocative brain research to increase your productivity, expand your creative vision, and become a stronger leader. 144 pages; 6 x 9; hardcover with dust jacket

Examine the critical impact points to identify and develop upon assuming a new leadership role in any organization. 160 pages; 6 x 9; hardcover with dust jacket 32BCA–BKN003 $19.95 ISBN 978-0-9827029-2-5

32BCA–BKN008 $19.95 ISBN 978-0-9833020-3-2

Peak Performance Under Pressure

The Ball

How to Achieve Extraordinary Results Under the Most Difficult Circumstances

By Todd Whitaker

By Bill Driscoll With Peter Joffre Nye

NEW! Naval Flight Officer Ace and TOPGUN instructor Bill Driscoll demonstrates how his own aerial dogfights—and the preparation for them—can help guide high-risk corporate decisions. 244 pages; 6 x 9; hardcover with dust jacket 32BCA–BKN002 $24.95 ISBN 978-0-9827029-1-8

Through this heartwarming parable, bestselling author Todd Whitaker reminds you of the importance of keeping your focus and remaining true to yourself. 96 pages; 5 x 7; hardcover with dust jacket 32BCA–BKN001 $16.95 ISBN 978-0-9827029-0-1

30-minute DVD for computer use only 32BCA–DVN001 $16.95 UPC 815837010005

triplenickelpress.com

Assessment

Embedded Formative Assessment By Dylan Wiliam Bestseller Formative assessment plays an important role in increasing teacher quality and student learning when it’s viewed as a process rather than a tool. Emphasizing the instructional side of formative assessment, this book explores in depth the use of classroom questioning, learning intentions and success criteria, feedback, collaborative and cooperative learning, and self-regulated learning to engineer effective learning environments for students. 200 pages 32BCA–BKF418 $29.95 ISBN 978-1-934009-30-7

• Discover five key strategies with research evidence to show the impact of each. • Find over 50 practical techniques for classroom formative assessment. • Explore classroom questioning, learning intentions and success criteria, feedback, collaborative and cooperative learning, and self-regulated learning. • Learn why educational achievement matters now more than ever. • Witness how minor changes in instruction can effect powerful changes in achievement.

Assessment NOW Institute Presenters: Victoria L. Bernhardt, Douglas Fisher, Tammy Heflebower, Tom Hierck, Timothy D. Kanold, Robert J. Marzano, Chris Jakicic, Beth Parrott Reynolds, and Nicole Vagle October 21–23 Victoria L. Bernhardt

Tom Hierck

Douglas Fisher

Timothy D. Kanold

Tammy Heflebower

Robert J. Marzano

Atlanta, GA

Learning Outcomes

• Learn how to use common assessments to integrate the CCSS. • Establish frameworks for reinforcing rigor and relevance in assessment design. • Create assessment tasks that integrate collaboration, creativity, communication, and higher-level thinking skills. • Explore item development in assessment design, and create rubrics aligned to performance tasks. • Discover how to create local rigorous and relevant assessments.

Create and implement assessments aligned with the Common Core

Discover how to connect instructional and assessment practices to prepare your students for success in a highly competitive, global, and information-rich world. Leading CCSS and assessment authors will share in-depth expectations of the standards and provide techniques for incorporating assessments and data.

Assessment

Assessment “The most important thing is that teachers feel that the process can work in their setting and will make a difference for their students.” —Chris Jakicic, author

Common Formative Assessment A Toolkit for Professional Learning Communities at Work™ By Kim Bailey and Chris Jakicic Foreword by Richard DuFour and Rebecca DuFour

Bestseller Teams that engage in designing, using, and responding to common formative assessments are more knowledgeable about their own standards, more assessment literate, and able to develop more strategies for helping all students learn. In this conversational guide, the authors offer tools, templates, and protocols to incorporate common formative assessments into the practices of a PLC to monitor and enhance student learning. 144 pages 32BCA–BKF538 $24.95 ISBN 978-1-936765-14-0

Building Common Assessments Workshops

Cassandra Erkens

Sarah Schuhl

March 11–12 March 18–19 April 2–3 April 2–3 April 15–16 April 22–23 April 29–30 May 14–15

San Antonio, TX Milpitas, CA Dallas, TX St. Paul, MN Albuquerque, NM Omaha, NE West Palm Beach, FL Bellevue, WA

May 16–17 September 23–24 October 1–2 October 14–15 November 12–13 November 18–19 November 18–19 December 4–5

San Diego, CA Boston, MA Hunt Valley, MD Tampa, FL Santa Ana, CA Las Vegas, NV St. Paul, MN Bellevue, WA

Learning Outcomes

Nicole Vagle

• Understand the rationale for using common formative assessments. • Learn the common formative assessment process from beginning to end. • Focus on the keys to accurate design and effective use of assessments.

Formative Assessment & Standards-Based Grading

Standards-Based Reporting and Formative Assessment On the Road to a Highly Reliable Organization

By Robert J. Marzano

Bestseller Learn everything you need to know to implement an integrated system of assessment and grading. The author explains how to design, interpret, and systematically use three different types of formative assessments and how to track student progress and assign meaningful grades. 184 pages 32BCA–BKL003 $29.95 ISBN 978-0-9822592-2-1 Published by Marzano Research Laboratory

42 Assessment

Learn how to work as collaborative teams to develop common formative assessments. Leave with a framework for working interdependently to create high-quality assessments and to collect meaningful instructional data that informs interventions and enrichment planning.

Featuring Robert J. Marzano

Bestseller Learn why the 100-point grading scale can stunt a student’s potential, how to design measurement topics, and what opportunities exist to migrate traditional practices into a formative assessment system. 90-minute DVD with presentation; CD with presentation handouts and supporting resources 32BCA–DVF040 $195.00 UPC 811796010377

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Assessment Want free resources? Browse the tools our authors have created for you. solution-tree.com/resources

Using Formative Assessment in the RTI Framework By Kay Burke and Eileen Depka RTI and formative assessment have the potential to positively impact student achievement. Understand the basics of RTI and its connection to formative assessment and base instructional decisions on the results of effective formative assessment practices. Learn how to adjust instruction to increase levels of student understanding and achievement with the information, tools, and techniques presented in this practical guide. 144 pages 32BCA–BKF369 $24.95 ISBN 978-1-935249-74-0

Assessment and the Common Core State Standards

Balanced Assessment From Formative to Summative

Presenter: Kay Burke

By Kay Burke

Construct a balanced set of assessment tools that will improve instruction as well as gauge its success. Dr. Burke demonstrates how to repack the Common Core State Standards with a collaborative team, generate checklists and rubrics, share meaningful learning objectives with students, and craft performance tasks that will motivate students in every grade. Gain tools and strategies you can use immediately. Included eBook: Balanced Assessment

Learn how to integrate formative and summative assessments seamlessly into instruction. Research, rationale, strategies, and examples help teachers develop their own repertoire of assessments to monitor, grade, and gauge a student’s ability to meet standards and curriculum goals. 176 pages

Online Course

32BCA–BKF272 $24.95 ISBN 978-1-934009-52-9

CEU: 32BCA–KDS013 $279.00 Graduate Credit: 32BCA–KDS014 $499.00

Assessments for State and Common Core Standards Workshops March 25–26 April 15–16

Boston, MA Glenview, IL

November 14–15

Santa Ana, CA

Learning Outcomes Kay Burke

• Review the six shifts in the CCSS. • Preview assessments proposed by SBAC and PARCC. • Target and repack essential state standards or the CCSS into teacher checklists to guide instruction. • Recognize the difference between a standardsreferenced classroom and a standards-embedded classroom.

Assessment

Assessment “Diagnostic assessment plays a vital role in planning for the mixed-ability class and provides teachers with the information necessary to adjust curriculum and instruction to best address learning needs.” —Redefining Fair

Grading and Learning

Redefining Fair

Practices That Support Student Achievement

How to Plan, Assess, and Grade for Excellence in Mixed-Ability Classrooms

By Susan M. Brookhart

By Damian Cooper

Grades should reflect and motivate learning. This book is relatable, relevant, and effective in improving educators’ assessment and reporting processes and supporting students’ motivation to learn. Clear, concrete examples help translate state standards into curriculum goals. 168 pages

Foreword by Michael Fullan

Learn how to define proficiency accurately and differentiate to help all students achieve it. Using stories, strategies, case histories, and sample documents, the author explains how to implement equitable instruction, assessment, grading, and reporting practices for diverse 21st century learners. 200 pages

32BCA–BKF457 $24.95 ISBN 978-1-935542-84-1

32BCA–BKF412 $29.95 ISBN 978-1-935542-14-8

Elements of Grading

Grading

A Guide to Effective Practice

By Douglas B. Reeves

Learn several strategies for improving grading practices, while examining the common arguments against reform. With this practical guide, you can improve grading to meet four essential criteria—accuracy, fairness, specificity, and timeliness—and also make the process quicker and more efficient. 152 pages 32BCA–BKF410 $24.95 ISBN 978-1-935542-12-4

Presenters: Kristine Nielsen and Douglas B. Reeves

Online Course

Learn processes for evaluating your current grading system, discussing contentious grading issues with colleagues, and engaging all stakeholders in the feedback and grading process. Included eBook: Elements of Grading CEU: 32BCA–KDS028 $279.00 Graduate Credit: 32BCA–KDS029 $499.00

Content, Then Process

Ahead of the Curve

Teaching Learning Communities in the Service of Formative Assessment

The Power of Assessment to Transform Teaching and Learning

Featuring Dylan Wiliam

Edited by Douglas B. Reeves

In this striking keynote, Dr. Wiliam encourages the building of teacher learning communities (TLCs). He provides practical techniques to embed formative assessment in regular classroom practice and illustrates how TLCs can be established and sustained within schools and districts to support teachers. 86-minute DVD with presentation; CD with presentation handouts and supporting resources

By Larry Ainsworth, Lisa Almeida, Anne Davies, Richard DuFour, Linda Gregg, Thomas R. Guskey, Robert J. Marzano, Ken O’Connor, Douglas B. Reeves, Rick Stiggins, Stephen White, and Dylan Wiliam

32BCA–DVF058 $195.00 UPC 811796010544

Bestseller Get the anthology that offers the ideas and recommendations of many of the world’s leaders in assessment. Many perspectives on effective assessment design and implementation culminate in a call for redirecting assessment to improve student achievement and inform instruction. 280 pages; hardcover 32BCA–BKF232 $34.95 ISBN 978-1-934009-06-2

44 Assessment

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Assessment Our website’s look inside feature gives you an instant, free book preview! solution-tree.com/products/books

The Principal as Assessment Leader

The Teacher as Assessment Leader

Edited by Thomas R. Guskey

By Cassandra Erkens, William M. Ferriter, Tammy Heflebower, Tom Hierck, Charles Hinman, Susan Huff, Chris Jakicic, Dennis King, Ainsley B. Rose, Nicole Vagle, and Mark Weichel

By Cassandra Erkens, William M. Ferriter, Michelle Goodwin, Tammy Heflebower, Tom Hierck, Chris Jakicic, Sharon V. Kramer, Jeffry Overlie, Ainsley B. Rose, Nicole Vagle, and Adam Young

Filled with first-hand experiences from expert practitioners, this book delivers the motivation needed to ignite a shift toward formative assessment and overall school improvement. Topics include building teacher literacy, providing targeted professional development, acquiring appropriate technology, and more. 288 pages

Meaningful examples, expert research, and real-life experiences illustrate the capacity and responsibility every educator has to ignite positive change. Packed with practical strategies for designing, analyzing, and using assessments, this book shows how to turn best practices into usable solutions. 280 pages 32BCA–BKF345 $29.95 ISBN 978-1-934009-49-9

32BCA–BKF344 $29.95 ISBN 978-1-934009-48-2

Let our presenters come to you! Book a customized on-site PD experience today. See the need for an assessment system rather than just assessing for assessment’s sake. Develop and refine common formative assessment with a focus on the Common Core State Standards. Create assessments that are designed to provide data about what to do next for students. Make data processes effective and efficient in the real world of schools.

Assessment Experts

Kim Bailey

Susan M. Brookhart

Kay Burke

Damian Cooper

Anne Davies

Eileen Depka

Cassandra Erkens

Margo Gottlieb

Merrilou Harrison

Sandra Herbst

Tom Hierck

Chris Jakicic

Douglas B. Reeves

Nicole Vagle

Call 888.763.9045 to start a conversation about your next steps. solution-tree.com/speakers/pd-services

Assessment

Assessment All books on this page are joint publications with Connections Publishing. Connections Publishing is the sole distributor of these titles in Canada. To order, call 800.603.9888 or visit connect2learning.com

Quality Assessment in High Schools

Making Classroom Assessment Work

Accounts From Teachers

By Anne Davies

Edited by Anne Davies, Sandra Herbst, and Kathy Busick NEW! This collection of research-based

tips and examples supports the need for assessment to enhance student learning and makes K–12 educators’ jobs easier and more effective. Authors from a variety of disciplines share firsthand accounts and strategies.

3rd Edition This book combines powerful ideas with practical strategies to implement quality classroom assessment. Use assessment for learning to guide instruction, provide feedback, collect evidence of learning, present evidence of success, and produce accurate standardsbased report cards. 136 pages 32BCA–BKF520 $24.95 ISBN 978-1-935543-88-6

32BCA–BKF526 $29.95 ISBN 978-1-935543-97-8

Transforming Schools and Systems Using Assessment A Practical Guide By Anne Davies, Sandra Herbst, and Beth Parrott Reynolds Foreword by Paul LeMahieu

2nd Edition Research shows that the single most powerful solution to improving education today is quality assessment for learning. Using stories and samples, the authors illustrate the assessment processes that enable leaders to successfully work toward school transformation and identify trouble before it happens. 176 pages

Conferencing and Reporting By Kathleen Gregory, Caren Cameron, and Anne Davies Foreword by Rick Stiggins

2nd Edition Learn practical ways to involve students in the assessment process. The authors share the 10 best ways to have students reflect on their learning, collect evidence of learning, share that evidence with others, and ask for specific feedback to support further learning. 80 pages 32BCA–BKF512 $17.95 ISBN 978-1-935543-79-4

32BCA–BKF522 $24.95 ISBN 978-1-935543-91-6

Setting and Using Criteria

Self-Assessment and Goal Setting

By Kathleen Gregory, Caren Cameron, and Anne Davies

Foreword by Sandra Herbst

Foreword by Heidi Andrade

2nd Edition Increase engagement, learning, and achievement by involving students in the process of classroom assessment. This book includes strategies, classroom models, and 10 ways to give students descriptive, specific feedback—all designed to improve the quality of their work while keeping them engaged and focused. 80 pages

2nd Edition Self-assessment and goal setting are key processes for helping students learn how to self-monitor and self-regulate their way to success. This book provides ways to motivate students to work harder while engaging in assessment for learning strategies that result in higher achievement. 80 pages

32BCA–BKF510 $17.95 ISBN 978-1-935543-73-2

32BCA–BKF514 $17.95 ISBN 978-1-935543-76-3

All titles on this page are by Canadian authors.

46 Assessment

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Instruction Motivating Students 25 Strategies to Light the Fire of Engagement By Carolyn Chapman and Nicole Vagle Learn why students disengage and how to motivate them to achieve success with a five-step framework. Research-based strategies and fun activities show how to instill a lasting love of learning in students of any age. Classroom tips and troubleshooting advice for common motivation problems prepare readers for the real-world ups and downs of motivating students. 240 pages 32BCA–BKF371 $29.95 ISBN 978-1-935249-78-8

• Acquire a practical motivation framework to light the fire of engagement for all students. • Gain concrete, research-based strategies for counteracting both long-term and short-term disengagement. • Understand how to build quality relationships with students in a classroom learning community. • Explore the impact of positive reinforcement and feedback.

Redefining Fair How to Plan, Assess, and Grade for Excellence in Mixed-Ability Classrooms By Damian Cooper Foreword by Michael Fullan

Learn how to define proficiency accurately and differentiate to help all students achieve it. With a focus on mixed-ability classes, the author outlines instructional practices that engage, empower, and motivate students. Using stories, strategies, case histories, and sample documents, he explains how to implement equitable instruction, assessment, grading, and reporting practices for diverse 21st century learners. 200 pages 32BCA–BKF412 $29.95 ISBN 978-1-935542-14-8

• Review examples of ways to respond to resistance to new assessment methods. • Gain instructional practices that engage, empower, and motivate students. • Learn how to collect data through a variety of preassessments and diagnostic assessments to determine students’ needs, readiness to learn, and learning preferences. • Examine guidelines to ensure report cards clearly convey essential information to parents and students.

Instruction

Instruction “I always say that teachers are brain changers! The more they know about how the human brain learns, the more likely they will be successful at teaching.” —David A. Sousa, author

Differentiation and the Brain How Neuroscience Supports the Learner-Friendly Classroom By David A. Sousa and Carol Ann Tomlinson Examine the basic principles of differentiation in light of what current research on educational neuroscience has revealed. This research pool offers information and insights that can help educators decide whether certain curricular, instructional, and assessment choices are likely to be more effective than others. Learn how to implement differentiation so that it achieves the desired result of shared responsibility between teacher and student. 216 pages 32BCA–BKF353 $29.95 ISBN 978-1-935249-59-7

Differentiation and the Brain Presenters: David A. Sousa and Carol Ann Tomlinson

Online Course

Discover the components of a brainfriendly curriculum, along with a model for teachers to set up a differentiated classroom. Included eBook: Differentiation and the Brain

See page 40 for the latest title from David A. Sousa

CEU: 32BCA–KDS024 $279.00 Graduate Credit: 32BCA–KDS025 $499.00

Mind, Brain, & Education

Defensible Differentiation

Neuroscience Implications for the Classroom

What Does It Take to Get It Right?

Edited by David A. Sousa

Featuring Carol Ann Tomlinson

By Daniel Ansari, Joanna A. Christodoulou, Donna Coch, Stanislas Dehaene, Keith Devlin, Marianna D. Eddy, Matthias Faeth, Kurt W. Fischer, John Gabrieli, Mariale M. Hardiman, Katie Heikkinen, Mary Helen Immordino-Yang, Tricia O’Loughlin, Michael I. Posner, David A. Sousa, Diane L. Williams, and Judy Willis

One-size-fits-all instruction approaches do not serve today’s academically diverse student population, and simply claiming to practice differentiation is not a magic bullet. In this keynote, Dr. Tomlinson calls on teachers to implement differentiation best practices to serve today’s academically diverse student population. 72-minute DVD with presentation; CD with presentation handouts and supporting resources

Understanding how the brain learns helps teachers do their jobs more effectively. Primary researchers share the latest findings in neuroscience, as well as applications, examples, and innovative strategies. 312 pages; hardcover

32BCA–DVF053 $195.00 UPC 811796010506

32BCA–BKF358 $34.95 ISBN 978-1-935249-63-4

Instruction

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Instruction “When student success becomes the only thing schools focus on, the path becomes clear. Schools must find ways to harness the power of the faculty in service of students.” —Supporting Differentiated Instruction

The 5 Dimensions of Engaged Teaching A Practical Guide for Educators By Laura Weaver and Mark Wilding Engaged teaching recognizes that educators need to offer more than lesson plans and assessments for students to thrive in the 21st century. Equip your students to be resilient individuals, able to communicate effectively and work with diverse people. The authors contend that students must develop their emotional and social skills as thoroughly as their academic skills, and that teachers must cultivate this growth. Available May 2013 32BCA–BKF601 $29.95 ISBN 978-1-936764-48-8

Think Big, Start Small

Supporting Differentiated Instruction

How to Differentiate Instruction in a Brain-Friendly Classroom By Gayle Gregory

A Professional Learning Communities Approach

and Martha Kaufeldt

By Robin J. Fogarty and Brian M. Pete

You don’t have to be a neuroscientist to understand how your students absorb knowledge. This easy-to-understand guide pares down the vast field of neuroscience and provides simple brain-compatible strategies that will make a measurable difference in your differentiated classrooms. 168 pages

Foreword by Jay McTighe

Examine how PLCs provide the decisionmaking platform for the rigorous work of differentiated classroom instruction. A practical guide to implementing differentiation in the classroom, this book offers a road map to effective teaching that responds to diverse learning needs. 200 pages

32BCA–BKF471 $24.95 ISBN 978-1-935543-06-0

32BCA–BKF348 $29.95 ISBN 978-1-935249-55-9

Let our presenters come to you! Book a customized on-site PD experience today. Understand the research on learning, attention, memory, emotions, and stress. Create a safe and secure brain-friendly environment that maximizes student learning.

Develop low-prep and high-yield strategies for assessing student knowledge, interests, and preferences. Modify your instructional delivery to engage students more quickly.

Instruction Experts

Robin J. Fogarty

Gale Gregory

David A. Sousa

Carol Ann Tomlinson

Martha Kaufeldt

Jane A. G. Kise

Call 888.763.9045 to start a conversation about your next steps. solution-tree.com/speakers/pd-services

Instruction

Instruction Marzano Research Laboratory (MRL) is a joint venture between Solution Tree and Dr. Robert J. Marzano. Continuous action research ensures MRL strategies are always at the forefront of best practice.

Companion Resources Stringent teacher evaluation requirements may make headlines, but the real news is how dedicated teachers and administrators work together to improve student learning. These companion resources—the first for administrators and the second for teachers—focus on getting great results from all levels of reflective practice. Published by Marzano Research Laboratory

Coaching Classroom Instruction

Becoming a Reflective Teacher

By Robert J. Marzano and Julia A. Simms

With Tina Boogren, Tammy Heflebower, Jessica Kanold-McIntyre, and Debra J. Pickering

With Tom Roy, Tammy Heflebower, and Phil Warrick

Find advice on how to offer targeted feedback to teachers, empowering them to identify specific steps to improve their knowledge and skill. Coaches can use the step-by-step guidelines to help teachers improve their performance on the 280 research-based strategies introduced in Becoming a Reflective Teacher. 272 pages

By Robert J. Marzano

Bestseller Learn how to combine a model of effective instruction with goal setting, focused practice, focused feedback, and observations to improve your instructional practices. Included are 280 strategies related to the 41 elements of effective teaching shown to enhance student achievement. 256 pages 32BCA–BKL011 $34.95 ISBN 978-0-9833512-3-8

32BCA–BKL013 $34.95 ISBN 978-0-9833512-6-9

Becoming a Reflective Teacher Presenter: Robert J. Marzano

Online Course

Develop teaching expertise by using reflective processes to examine your practice, set growth goals, and use focused practice and feedback to achieve those goals. Included eBook: Becoming a Reflective Teacher CEU: 32BCA–KDS022 $279.00 Graduate Credit: 32BCA–KDS023 $499.00

MARZANO Research Laboratory

Supervising the Art and Science of Teaching A New Approach to Lesson Observation and Lesson Design Featuring Robert J. Marzano

Bestseller Dr. Marzano guides you through 10 critical areas of instructional practice, fundamental segments of classroom instruction, and a protocol for monthly reflective practice meetings. 91-minute DVD with presentation; CD with presentation handouts and supporting resources 32BCA–DVF041 $195.00 UPC 811796010384

Developing Expert Teachers Featuring Robert J. Marzano

Bestseller Dr. Marzano provides a blueprint for how schools and districts can develop teacher expertise. 130-minute DVD with presentation; CD with presentation handouts and supporting resources 32BCA–DVF051 $195.00 UPC 811796010469

Limited budget? Buy 10 or more of the same title and save. 10–49 copies 10% 50–99 copies 20% 100+ copies 30% Visit solution-tree.com to learn more.

Instruction

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Instruction “There is a direct link between an understanding of academic vocabulary and an understanding of academic content.” —Vocabulary Games for the Classroom

The Highly Engaged Classroom

Motivating and Engaging Students

By Robert J. Marzano and Debra J. Pickering

Presenters: Robert J. Marzano and Debra J. Pickering

With Tammy Heflebower

Bestseller Gain an in-depth understanding of how to generate high levels of student attention and engagement. Using the suggestions in this book, every teacher can create a classroom environment where engagement is the norm, not the exception. 240 pages 32BCA–BKL005 $29.95 ISBN 978-0-9822592-4-5 Published by Marzano Research Laboratory

Vocabulary Games for the Classroom

Online Course

Learn how to raise students’ energy levels, demonstrate a positive demeanor, express enthusiasm, and use humor to engage and motivate students. Included eBook: The Highly Engaged Classroom CEU: 32BCA–KDS010 $279.00 Graduate Credit: 32BCA–KDS011 $499.00

MARZANO Research Laboratory

Using Common Core Standards to Enhance Classroom Instruction & Assessment

By Lindsay Carleton and Robert J. Marzano

Bestseller Make direct vocabulary instruction fun and successful with this simple, straightforward, and easy-to-use book. Hundreds of vocabulary terms handpicked by Dr. Marzano cover four content areas and all grade levels. 272 pages 32BCA–BKL007 $34.95 ISBN 978-0-9822592-6-9 Published by Marzano Research Laboratory

By Robert J. Marzano, David C. Yanoski, Jan K. Hoegh, and Julia A. Simms With Tammy Heflebower and Phil Warrick

NEW! Discover how to weave an in-depth understanding of the Common Core into successful classroom practice with this two-part resource. You’ll learn how to power the standards with guided assessment and measure student progress in a way that accurately reflects learning. 304 pages 32BCA–BKL015 $34.95 ISBN 978-0-9833512-9-0 Published by Marzano Research Laboratory

Designing & Teaching Learning Goals & Objectives

Teaching & Assessing 21st Century Skills

By Robert J. Marzano

By Robert J. Marzano and Tammy Heflebower

Design and teach effective learning goals and objectives by following strategies based on the strongest research available. This first book in The Classroom Strategies Series summarizes key research behind best practices and translates that research into step-by-step hands-on strategies. 152 pages 32BCA–BKL001 $24.95 ISBN 978-0-9822592-0-7 Published by Marzano Research Laboratory

In this clear, practical guide, the authors present a model of instruction and assessment based on a combination of cognitive skills (skills students will need to succeed academically) and conative skills (skills students will need to succeed interpersonally) necessary for the 21st century. 264 pages 32BCA–BKL009 $34.95 ISBN 978-0-9833512-0-7 Published by Marzano Research Laboratory

Instruction

Instruction “Schools today assist students with integrating into society while retaining their unique personal characteristics, not assimilating by giving up their individuality.” —Teaching for Diversity

You’ve Got to Reach Them to Teach Them

Motivating Students Who Don’t Care

Hard Facts About the Soft Skills of Student Engagement

Successful Techniques for Educators

By Mary Kim Schreck

Navigate the hot topic of student engagement with a true expert. Become empowered to demand an authentic joy for learning in your classroom. Real-life notes from the field, detailed discussions, practical strategies, and space for reflection complete this essential guide to student engagement. 232 pages

By Allen N. Mendler

Spark enthusiasm in your classroom. Proven strategies and five effective processes (emphasizing effort, creating hope, respecting power, building relationships, and expressing enthusiasm) empower you to reawaken motivation in students who aren’t prepared, don’t care, and won’t work. 80 pages 32BCA–BKF360 $17.95 ISBN 978-1-935249-67-2

32BCA–BKF404 $29.95 ISBN 978-1-935542-05-6

Why Culture Counts Teaching Children of Poverty By Donna Walker Tileston and Sandra K. Darling Foreword by Belinda Williams Afterword by Rosilyn Carroll

Learn a four-step research-based program for differentiating instruction based on the cultural needs, beliefs, and values of diverse learners. This book shows you how to build teacher background knowledge; plan for differentiation; and differentiate context, content, process, product, and assessment. 216 pages

We want to hear your voice! Follow @SolutionTree on Twitter or like us on Facebook and contribute to a daily, worldwide PD conversation. We share resources on PLCs, assessment, RTI, educational technology, and other topics relevant to the 21st century educator.

32BCA–BKF255 $24.95 ISBN 978-1-934009-24-6

From Rage to Hope

Teaching for Diversity

Strategies for Reclaiming Black & Hispanic Students

A Guide to Greater Understanding By Ricardo L. García

By Crystal Kuykendall Foreword by Asa G. Hilliard III

Bestseller 2nd Edition Get an authentic view of academic underachievement, apathy, and rage among America’s Black and Hispanic youth. Become an empowered Merchant of Hope armed with positive strategies for reaching these students and sparking motivation toward achievement. 304 pages 32BCA–BKF157 $29.95 ISBN 978-1-932127-15-7

Instruction

3rd Edition Explore the demographic shifts in American life and schools throughout the late 20th and early 21st centuries, and examine the impact of these shifts on education. This book provides a powerful theoretical framework for thinking about and fostering acceptance of diversity and difference. 216 pages 32BCA–BKF400 $24.95 ISBN 978-1-935542-01-8 A Joint Publication With Phi Delta Kappa International

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Instruction “Creative and critical thinking are vital in today’s world of rapid change, competition, and information that constantly demands judgment.” —Teaching Our Children to Think

Enriched Learning Projects A Practical Pathway to 21st Century Skills By James A. Bellanca Translate standards-based content into enriched learning projects that build 21st century skills. A valuable tool for teachers, this book uses an enriched learning projects model to develop student skills in communication, collaboration, critical thinking, creativity, and global and cross-cultural awareness. It highlights e-tools that enhance projects and presents researchbased instructional strategies that engage students. 248 pages 32BCA–BKF296 $29.95 ISBN 978-1-934009-74-1

Teaching Our Children to Think By John Langrehr

Move students from simply memorizing content to making meaningful connections. More than 200 user-friendly exercises show you how to help students develop many of the valuable critical and creative thinking skills that have been identified by educators as essential, including questioning, classifying, inferring, and predicting. 216 pages; grades 4–12 32BCA–BKF106 $24.95 ISBN 978-1-879639-76-8

Adventure Education for the Classroom Community Over 90 Activities for Developing Character, Responsibility, and the Courage to Achieve By Laurie S. Frank and Ambrose Panico

New Edition Engage your students in building a classroom community that supports character development, academic excellence, and individual and social responsibility. This character education curriculum is packed with activities that motivate students to choose positive behavior. 400 pages; spiral-bound 32BCA–BKF565 $34.95 ISBN 978-1-936765-96-6

Backward Design

On Excellence in Teaching

Featuring Jay McTighe

Edited by Robert J. Marzano

The Understanding by Design framework reflects the meeting of the ideas of teaching and assessing for understanding with the process for curriculum design. In this keynote, Jay uses that framework as the foundation to help participants distinguish three learning goals and their implications. 60-minute DVD with presentation; CD with presentation handouts and supporting resources

32BCA–DVF055 $195.00 UPC 811796010520

The world’s best education researchers, theorists, and staff developers provide a comprehensive view of instruction from a theoretical, systemic, and classroom perspective. 392 pages; hardcover 32BCA–BKF278 $34.95 ISBN 978-1-934009-58-1

Instruction

Instruction “There is no educational issue more important than shaping student behavior positively in an atmosphere void of intolerance from others.” —Teaching Empathy

Teaching Empathy

Building Classroom Communities

A Blueprint for Caring, Compassion, and Community

Strategies for Developing a Culture of Caring

By David A. Levine

How do you transform a classroom of unique individuals into a community of compassionate peers? This resource focuses on teaching empathy and building a culture of caring in the classroom. A CD of the author’s original music enhances the learning experience. 236 pages; music CD

By David A. Levine

Create a unified, caring classroom in which all students love to learn and feel a sense of belonging. Developed from the author’s experience, this resource helps you create an emotionally safe environment, teach empathy as a primary skill, and much more. 136 pages; grades K–8 32BCA–BKF391 $19.95 ISBN 978-1-935249-91-7

32BCA–BKF313 $29.95 ISBN 978-1-935249-00-9

Laughing Matters

Head of the Class

Strategies for Building a Joyful Learning Community

The Collected Kappan Cartoons for Educators

By Susan Stephenson and Paul Thibault

Use the power of fun and humor to transform your learning community. Based on research that reveals the deep benefits of humor, this book engages teachers with pages of laughter-inducing strategies for enhancing learning potential and increasing educator effectiveness. 144 pages 32BCA–BKF213 $19.95 ISBN 978-1-932127-91-1

Making Homework Matter Featuring Cassandra Erkens

By asking participants to evaluate homework through the eyes of different stakeholders, Cassandra illustrates the value of allowing students to make mistakes, the impact of descriptive feedback from teacher to student, and the critical effect of student involvement in setting and achieving learning targets. 64-minute DVD with presentation; CD with presentation handouts and supporting resources

By Phi Delta Kappa International

Treat yourself and your colleagues to a healthy dose of laughter. A compilation of the best cartoons ever published in Phi Delta Kappan, this book offers school administrators, teachers, staff, and parents witty glimpses of life in education. 176 pages 32BCA–BKF328 $16.95 ISBN 978-1-935249-36-8 A Joint Publication With Phi Delta Kappa International

Focused Instruction An Innovative Teaching Model for All Learners By Gwen Doty

Effectively respond to diverse learning styles and achievement levels with strategies and reproducible tools to help you customize, scaffold, and layer your instruction. Reach every student in the classroom, while still holding all students accountable for learning. 176 pages 32BCA–BKF362 $24.95 ISBN 978-1-935249-65-8

32BCA–DVF039 $195.00 UPC 811796010360

Instruction

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21st Century Skills and Technology Who Owns the Learning? Preparing Students for Success in the Digital Age By Alan November Learn how to harness students’ natural curiosity to develop self-directed learners. Discover how technology allows students to take ownership of their learning, create and share learning tools, and participate in work that is meaningful to them and others. Real-life examples illustrate how every student can become a teacher and a global publisher. The embedded QR codes link to supporting websites. 104 pages

• Read real-life examples that illustrate how technology is revolutionizing instruction and learning. • Develop techniques that will enable your students to own and direct their learning. • Discover hidden opportunities to create your own Digital Learning Farm communities.

32BCA–BKF437 $19.95 ISBN 978-1-935542-57-5

The Connected Educator Learning and Leading in a Digital Age By Sheryl Nussbaum-Beach and Lani Ritter Hall Create a connected learning community through social media and rediscover the power of being a learner first. After uncovering the theories and research behind the significance of learning through collaboration with other educators, the authors show you how to take advantage of technology to improve your own learning and ultimately the learning of your students. 208 pages 32BCA–BKF478 $29.95 ISBN 978-1-935543-17-6

• Examine chapter-specific author vignettes to understand leading and learning in networks and communities. • Gain step-by-step instructions on how to utilize a particular technology tool. • Explore relevant, real-life examples of educators using technology tools to enhance learning in their classrooms and schools. • Read the research behind the authors’ connected learning community model and scale.

21st Century Skills and Technology

21st Century Skills and Technology “Getting students ready to tackle tomorrow’s challenges means helping them develop a new set of skills and fresh ways of thinking that they won’t acquire through textbook-driven instruction.” —Bringing Innovation to School

Bringing Innovation to School Empowering Students to Thrive in a Changing World By Suzie Boss Foreword by Chris Lehmann

Are you preparing a new generation of innovators? Activate your students’ creativity and problem-solving potential with breakthrough learning projects. Across all grades and content areas, student-driven, collaborative projects will teach students how to generate innovative ideas and then put them into action. You’ll take learning to new heights and help students master core content. 184 pages 32BCA–BKF546 $24.95 ISBN 978-1-936765-26-3

The Global School

Personal Learning Networks

Connecting Classrooms and Students Around the World

Using the Power of Connections to Transform Education

By William Kist

By Will Richardson and Rob Mancabelli

Prepare students for an increasingly flat world where diverse people from divergent cultures learn and work together rather than in isolation. Learn specific steps to globalize your classroom and encourage higher-order thinking, all wrapped in a 21st century skills framework. 128 pages

Follow this road map for using the web for learning. Learn how to build your own learning network. Use learning networks in the classroom and make the case for schoolwide learning networks to improve student outcomes. 168 pages 32BCA–BKF484 $24.95 ISBN 978-1-935543-27-5

32BCA–BKF570 $24.95 ISBN 978-1-935543-69-5

Let our presenters come to you! Book a customized on-site PD experience today. Explore the characteristics of the iGeneration and 21st century classrooms.

Develop a plan for implementing new digital tools into the classroom.

Uncover the basic steps necessary for using common web 2.0 applications.

Identify the ways 21st century skills integrate into the Common Core State Standards.

21st Century Skills and Technology Experts

Suzie Boss

William M. Ferriter

William Kist

Angela Maiers

Sheryl NussbaumBeach

Will Richardson

Call 888.763.9045 to start a conversation about your next steps. solution-tree.com/speakers/pd-services

21st Century Skills and Technology

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21st Century Skills and Technology “The learning habits and attitudes that we teach our students will enable them to become effective contributors to this world.” —Classroom Habitudes

Classroom Habitudes Teaching Habits and Attitudes for 21st Century Learning By Angela Maiers Revised Edition You know students need to acquire 21st century skills. But how do you work those skills into the curriculum? Learn how to use the content you already teach to challenge students to think critically, collaborate with others, solve new problems, and adapt to change across new learning contexts. Help students build the seven habitudes—habits of disciplined decisions and specific attitudes—they need to succeed. 160 pages; grades K–8 32BCA–BKF542 $24.95 ISBN 978-1-935542-62-9

Teaching the iGeneration

Teaching the iGeneration Workshops

5 Easy Ways to Introduce Essential Skills With Web 2.0 Tools

Presenter: William M. Ferriter

By William M. Ferriter and Adam Garry

Find the natural overlap between the work you already believe in and the digital tools that define tomorrow’s learning. Each chapter introduces an enduring life skill and a digital solution to enhance traditional skill-based instructional practices. A collection of handouts and supporting materials ends each chapter. 256 pages 32BCA–BKF393 $34.95 ISBN 978-1-935249-93-1

Using Web 2.0 in Teaching and Instruction

March 27–28 April 4–5

San Diego, CA St. Paul, MN

Moving learning forward begins by using digital tools to encourage higher-order thinking and innovative instruction. Today’s students can be inspired by technology—but only after we bridge what they know about new tools and what we know about good teaching.

Creating a Digital-Rich Classroom Teaching & Learning in a Web 2.0 World By Meg Ormiston

Presenters: William M. Ferriter and Adam Garry

Online Course

Discover how you can use today’s technology to create classroom experiences that encourage your students to learn. The presenters help you see the world as students see it in this thought-provoking, lively, and current course. Through teacher workshops and middle school classroom demonstrations, they provide practical suggestions for using new technology to teach “old-school” skills. Included eBook: Teaching the iGeneration

Design and deliver standards-based lessons in which technology plays an integral role. This book provides a research base and practical strategies for using web 2.0 tools to create engaging lessons that transform and enrich content. 160 pages 32BCA–BKF385 $19.95 ISBN 978-1-935249-87-0

CEU: 32BCA–KDS026 $279.00 Graduate Credit: 32BCA–KDS027 $499.00

21st Century Skills and Technology

21st Century Skills and Technology We want to hear your voice! Follow @SolutionTree on Twitter or like us on Facebook and contribute to a daily, worldwide PD conversation.

21st Century Skills

Rethinking How Students Learn Edited by James A. Bellanca and Ron Brandt

Presenter: James A. Bellanca

By John Barell, Linda Darling-Hammond, Chris Dede, Rebecca DuFour, Richard DuFour, Douglas Fisher, Robin J. Fogarty, Nancy Frey, Howard Gardner, Andy Hargreaves, David W. Johnson, Roger T. Johnson, Ken Kay, Cheryl Lemke, Jay McTighe, Alan November, Bob Pearlman, Brian M. Pete, Douglas B. Reeves, Will Richardson, and Elliott Seif

Gain recommendations, perspectives, and strategies from a wide variety of experts on how to re-envision learning and prepare students for a globally connected world that must adapt to everevolving technology. Understand how to help your students learn the strategies and attain the skills they need for the 21st century. Included eBook: 21st Century Skills

Foreword by Ken Kay

Education luminaries reveal why 21st century skills are necessary, which skills are most important, and how to help schools include them in curriculum and instruction. 408 pages; hardcover

Online Course

CEU: 32BCA–KDS036 $279.00 Graduate Credit: 32BCA–KDS037 $499.00

32BCA–BKF389 $34.95 ISBN 978-1-935249-90-0

Teaching & Assessing 21st Century Skills By Robert J. Marzano and Tammy Heflebower

21st Century Readiness for Every Student

Presenters: William M. Ferriter, Cheryl Lemke, and Will Richardson October 28–29

Ottawa, ON

Ensure your students are prepared to step up as the new generation of productive global citizens. Design your instructional practice using the latest social and neuroscience research on critical thinking, multitasking, multimodal learning, collaboration, and engagement.

21st Century Learning in a Networked World For Our Students and Ourselves

Featuring Ken Kay

In this keynote, Ken argues that 21st century education must be rooted in knowledge and skills that ensure readiness for every student. 67-minute DVD with presentation; CD with PowerPoint, handouts, and supporting resources 32BCA–DVF056 $195.00 UPC 811796010490

21st Century Skills Workshop

21st Century Skills and Technology

Featuring Will Richardson

Will challenges educators to set aside the old model of schooling and re-envision the foundation of teaching and learning as global and continuous. 72-minute DVD with presentation; CD with presentation handouts and supporting resources 32BCA–DVF050 $195.00 UPC 811796010452

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Literacy

• Learn 20 literacy strategies to help students become expert readers. • Access activities, lesson plans, organizers, and other research-based tools that promote secondary content literacy. • Strengthen your understanding of CCSS for English language arts and literacy in history/social studies, science, and technical subjects for grades 6–12.

32BCA–BKF588 $34.95 ISBN 978-1-936764-28-0

From Tired to Inspired Fresh Strategies to Engage Students in Literacy By Mary Kim Schreck NEW! Discover research-based tips and strategies to improve literacy in upper elementary and middle school classrooms. Teachers, preteachers, and teacher preparation institutions will find this an invaluable resource for helping students master assignments in reading, writing, speaking, and listening, as encouraged by the Common Core State Standards. Topics include teaching close reading and writing, engaging students, making literacy instruction meaningful, and more. 208 pages 32BCA–BKF594 $29.95 ISBN 978-1-936764-37-2

• Engage students in cognitive conversations around speaking, writing, and reading. • Transform students into independent thinkers and questioners. • Buoy rigorous instruction by embedding it in a supportive, engaging environment. • Communicate concepts like narrative, perspective, and metaphor. • Encourage and model questioning. • Use soft skills and novelty to reach reluctant students.

Literacy

Literacy “When teachers establish an atmosphere of inquiry, students are no longer anxious about admitting that they do not know something. Instead they see this admission as a jumping-off place for their inquiry.” —Teaching Students to Read Like Detectives

Teaching Students to Read Like Detectives Comprehending, Analyzing, and Discussing Text By Douglas Fisher, Nancy Frey, and Diane Lapp Prompt students to become the sophisticated readers, writers, and thinkers they need to be to achieve higher learning. The authors explore the important relationship between text, learner, and learning. With an array of methods and assignments to establish critical literacy in a discussion-based and reflective classroom, you’ll encourage students to find meaning and cultivate thinking from even the most challenging expository texts. 176 pages 32BCA–BKF499 $24.95 ISBN 978-1-935543-52-7

Literacy 2.0 Reading and Writing in 21st Century Classrooms

Common Core English Language Arts in a PLC at Work™ series See page 6 for the Common Core series by Douglas Fisher, Nancy Frey, and Cynthia L. Uline

By Nancy Frey, Douglas Fisher, and Alex Gonzalez

Students in the 21st century must incorporate traditional literacy skills into a mastery of technology for communicating and collaborating in new ways. This book offers specific teaching strategies for developing students’ skills related to acquiring, producing, and sharing information. 152 pages; grades 6–12 32BCA–BKF373 $24.95 ISBN 978-1-935249-80-1

Power Tools for Adolescent Literacy

Rebuilding the Foundation

Strategies for Learning

Effective Reading Instruction for 21st Century Literacy

By Jan Rozzelle and Carol Scearce

Edited by Timothy V. Rasinski

Teachers need the right resources for engaging students in reading. This book is a veritable encyclopedia of literacy strategies secondary teachers can apply to all content areas immediately. It integrates key strategies, research from top literacy experts, and proven intervention practices. 232 pages; grades 6–12 32BCA–BKF261 $29.95 ISBN 978-1-934009-35-2

By Peter Afflerbach, Richard L. Allington, Rita M. Bean, Donald R. Bear, Camille L. Z. Blachowicz, Ruth Culham, Patricia M. Cunningham, Peter J. Fisher, Linda B. Gambrell, James V. Hoffman, Lesley Mandel Morrow, Maureen McLaughlin, Maryann Mraz, P. David Pearson, Timothy V. Rasinski, Timothy Shanahan, William H. Teale, Shane Templeton, Richard T. Vacca, Susan WattsTaffe, and Junko Yokota

This book presents a deep and thoughtful conversation about what is meant by effective reading instruction for all students. 352 pages; hardcover 32BCA–BKF399 $34.95 ISBN 978-1-935542-00-1

Literacy

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Literacy “One of the most powerful ways to improve the behavior of challenging students is to find curricula and teaching methods to ensure success in literacy learning.” —Collaborative Teacher Literacy Teams, K–6

Companion Resources Literacy Look-Fors, for administrators and literacy leaders, and Collaborative Teacher Literacy Teams, K–6, for teachers, were created to help educators at all levels align their efforts. Build shared understanding of what effective, balanced literacy instruction looks like, and watch your school’s literacy program blossom with success. Literacy Look-Fors

Collaborative Teacher Literacy Teams, K–6

An Observation Protocol to Guide K–6 Classroom Walkthroughs

Connecting Professional Growth to Student Achievement

By Elaine K. McEwan-Adkins

Understand and identify the look-fors that provide evidence of effective literacy instruction, and bring all students to grade level or well above. 184 pages; grades K–6

Explore the work of collaborative literacy teams from their formation to the employment of successful studentfocused strategies. 232 pages; grades K–6

32BCA–BKF422 $29.95 ISBN 978-1-935542-18-6

32BCA–BKF491 $29.95 ISBN 978-1-935542-28-5

40 Reading Intervention Strategies for K–6 Students

Elementary Reading Intervention Strategies, Grades K–6

Research-Based Support for RTI By Elaine K. McEwan-Adkins

Presenter: Elaine K. McEwan-Adkins

Online Course

This well-rounded collection of reading intervention strategies, teacher-friendly lesson plans, and adaptable miniroutines will support and inform your RTI efforts. Many of the strategies motivate all students as well as scaffold struggling readers. Increase effectiveness by using the interventions across grade-level teams or schoolwide. 352 pages; grades K–6

Gain research-based strategies to use one-on-one or with small groups of struggling students to help them become confident readers. Included eBook: 40 Reading Intervention Strategies for K–6 Students CEU: 32BCA–KDS016 $279.00 Graduate Credit: 32BCA–KDS017 $499.00

32BCA–BKF270 $34.95 ISBN 978-1-934009-50-5

Elementary Reading Intervention Strategies Workshops March 11–12 April 17–18 May 6–7 Elaine K. McEwan-Adkins

Bellevue, WA Glenview, IL St. Paul, MN

September 25–26 October 14–15 December 2–3

Boston, MA Omaha, NE San Diego, CA

Learning Outcomes

• Learn the critical attributes of instruction for students at risk of reading failure. • Acquire reading intervention strategies for phonemic awareness, word identification, fluency, vocabulary, and comprehension. • Design an intervention lesson based on your core program.

Discover the most effective reading intervention strategies for struggling K–6 students. Acquire a toolkit for scaffolding instruction for all students, and learn how to design a customized intervention plan for your classroom, school, or district.

Literacy

Literacy “We can make remarkable progress in proving students’ literacy proficiency when we move away from [a focus on reading speed] to fluency instruction that is authentic and engaging.” —Timothy V. Rasinski, author

Literacy—at the core

of empowered learning

Get acquainted with research-based literacy instruction. Learning results start here. Ideas for Implementation 1. Talk with staff and examine the data to determine your needs: Do leadership and staff share the expectations of teaching and learning outcomes? Is every staff member using effective, balanced literacy instruction? Are some grade levels or student populations lagging behind?

3. Enroll in the online course Elementary Reading Intervention Strategies, Grades K–6 to ensure implementation of best practice in every classroom across your school or district. Ask how we can create a customized collaborative experience for your school.

2. Work with us to select a literacy expert whose focus aligns with your needs, and plan a series of customized on-site workshops. Be sure to inquire about supporting books with reproducible tools and study guides.

Let our presenters come to you! Book a customized on-site PD experience today. Integrate literacy and academic language development across all content areas. Build awareness of the impact of cultural understanding on student literacy.

Create strategies to build content rigor with the Common Core Standards for English language arts.

Literacy Experts

Develop students’ ability to read complex text.

Plan lessons that integrate literacy, language, and content.

Allyson J. Burnett

Patricia M. Cunningham

Douglas Fisher

Nancy Frey

Diane Lapp

Elaine K. McEwan-Adkins

Call 888.763.9045 to start a conversation about your next steps. solution-tree.com/speakers/pd-services

Literacy

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English Learners

Teaching Reading & Comprehension to English Learners, K–5 By Margarita Calderón As more English learners enroll in school each year, teachers and administrators are concerned with the large gap in reading and academic standing between ELs and students performing at grade level. This book addresses the language, literacy, and content instructional needs of ELs and frames quality instruction within effective schooling structures and the implementation of RTI. 176 pages; grades K–5

• Understand RTI in relation to ELs. • Gain literacy strategies that are beneficial not only for ELs, but also for all struggling or reluctant readers. • Explore the use of cooperative learning to motivate and engage all students as well as to accelerate ELs’ language, literacy, and knowledge base while learning social skills.

32BCA–BKF402 $24.95 ISBN 978-1-935542-03-2

Teaching Reading and Comprehension to English Learners, Grades K–5 Presenter: Margarita Calderón

Online Course

Align instructional practice for English learners with the Common Core! Dr. Calderón outlines techniques for elementary teachers seeking to improve the reading and comprehension skills of ELs in their classrooms. You will be led through the steps needed to select vocabulary for reading, preteach this vocabulary, and model comprehension strategies like thinkalouds and partner reading. Writing and editing strategies complete the picture. Included eBook: Teaching Reading & Comprehension to English Learners, K–5

• Develop a seven-step process to preteach vocabulary. • Implement strategies to teach reading comprehension, including think-alouds and partner reading. • Create strategies to teach writing and editing. • Reflect on your own practices with the goal of improving the reading, writing, and editing skills of ELs.

CEU: 32BCA–KDS019 $279.00 Graduate Credit: 32BCA–KDS020 $499.00

English Learners

English Learners “Our job is to educate, and that means that we need to exhibit a high level of persistence that collectively results in a system that doesn’t give up on students when they don’t learn something the first time.” —Implementing RTI With English Learners

Implementing RTI With English Learners By Douglas Fisher, Nancy Frey, and Carol Rothenberg Learn why response to intervention is the ideal framework for supporting English learners. Find clear guidelines for distinguishing between lack of language proficiency and learning disability. Follow the application and effectiveness of RTI through the stories of four representative students of varying ages, nationalities, and language proficiency levels. Throughout the book, the authors illustrate the benefits of implementing RTI in a professional learning community. 160 pages 32BCA–BKF397 $24.95 ISBN 978-1-935249-97-9

Common Language Assessment for English Learners

Breaking Through Effective Instruction & Assessment for Reaching English Learners

By Margo Gottlieb

Edited by Margarita Calderón

Learn how to plan, implement, and evaluate common language assessments for your English learners. With this stepby-step guide, teachers, school leaders, and administrators will find organizing principles, lead questions, and action steps all directing you toward collaborative assessment. 192 pages

By Barbara D. Acosta, Laura Alvarez, Kristina Anstrom, Margarita Calderón, Sarah Capitelli, Jim Cummins, Claude Goldenberg, Joel Gómez, Margo Gottlieb, Elena Izquierdo, Okhee Lee, Liliana Minaya-Rowe, Alba A. Ortiz, Charlene Rivera, Robert E. Slavin, Maria N. Trejo, and Guadalupe Valdés

This book provides educators with a wholeschool approach to helping English learners achieve academically while they learn English. 288 pages; hardcover

32BCA–BKF352 $29.95 ISBN 978-1-935249-57-3

32BCA–BKF552 $34.95 ISBN 978-1-936765-36-2

Let our presenters come to you! Book a customized on-site PD experience today. Construct common assessments for ELs. Restructure roles so that all teachers are accountable for ELs’ learning. Implement systems for student assessment and placement.

Teach academic vocabulary, reading, and writing using evidence-based instruction. Train ESL/ELD and mainstream teachers to address the language and literacy needs of ELs.

Observe, coach, and evaluate teachers of ELs.

English Learners Experts

Margarita Calderón

Margo Gottlieb

Carol Rothenberg

Call 888.763.9045 to start a conversation about your next steps. solution-tree.com/speakers/pd-services 64

English Learners

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Youth at Risk

Breaking the Poverty Barrier Changing Student Lives With Passion, Perseverance, and Performance By Ricardo LeBlanc-Esparza and William S. Roulston Strong leadership, parent involvement, mentoring, data-based intervention, and high expectations are known factors in student success, but what do they really look like in practice—and are they as powerful as research says? This book illustrates the specific strategies and critical steps that transformed a school beset with poverty and shockingly low proficiency into a National Showcase School. 216 pages

• Gain academic intervention strategies to build change from the inside out. • Learn additional strategies for handling negative student beliefs, attitudes, and traditions that get in the way of growth. • Find reproducible letters to use in your own school.

32BCA–BKF476 $29.95 ISBN 978-1-935543-14-5

Teaching Boys in Poverty Presenters: Jim Littlejohn and Ruby K. Payne Jim Littlejohn and Ruby K. Payne provide invaluable insight about boys who grow up in poverty and how to reach them in school, based on research about their physical, cognitive, and emotional development. Learn how to keep these boys engaged and how to support those at risk of dropping out. Included eBook: Boys in Poverty

Online Course

CEU: 32BCA–KDS030 $279.00 Graduate Credit: 32BCA–KDS031 $499.00

• Counter the impact of poverty on boys’ development. • Employ instructional strategies to accommodate the needs of boys from poverty through their physical, emotional, cognitive, and social development. • Develop productive and nurturing relationships with boys from poverty in school settings.

Youth at Risk

Youth at Risk “School is one of the biggest resources they (boys from poverty) have in their life. And whether or not they have a safe place to go to school or whether or not they have the respect of an adult makes a huge factor in how they negotiate adulthood.” —Ruby K. Payne, author

Boys in Poverty A Framework for Understanding Dropout By Ruby K. Payne and Paul D. Slocumb Foreword by Michael Gurian

Examine the risk factors for dropout among males living in poverty, especially generational poverty. Explore personal, community, and school system issues, including family dysfunction, disability, poor teaching, punitive discipline, and absence of differentiated instruction. Offering specific interventions, the book focuses on boys’ physical, emotional, cognitive, and social development and the unique problems of sensitive, gay, gifted, ADHD, and postadolescent males. 160 pages 32BCA–BKF383 $24.95 ISBN 978-1-935542-22-3

Why Culture Counts Teaching Children of Poverty By Donna Walker Tileston and Sandra K. Darling Foreword by Belinda Williams Afterword by Rosilyn Carroll

Want free resources? Browse the tools our authors have created for you. solution-tree.com/resources

32BCA–BKF255 $24.95 ISBN 978-1-934009-24-6

Reclaiming Youth at Risk

Our Hope for the Future

Featuring Larry K. Brendtro, Martin Brokenleg, and Steve Van Bockern

By Larry K. Brendtro, Martin Brokenleg, and Steve Van Bockern

This DVD set illustrates effective ways to improve interaction with youth at risk and their families by exploring real schools and residential treatment centers. Learn strategies based on a compelling combination of Native American philosophies and Western psychology. Three 20-minute DVDs; 108-page Facilitator’s Guide (in print and on CD)

Foreword by Archbishop Desmond Tutu

32BCA–DVF011 $395.00 UPC 811796010063

Youth at Risk

Bestseller Revised Edition A balance of wisdom drawn from Native American philosophies and Western psychology, this book offers a unique perspective for connecting with troubled students. It challenges educators to see youth at risk through new eyes and offers compelling, concrete alternatives for reclaiming them. 174 pages 32BCA–BKF116 $19.95 ISBN 978-1-879639-86-7

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Special Needs

Critical Conversations in Co-Teaching A Problem-Solving Approach By Carrie Chapman and Cate Hart Hyatt In this practitioner’s guide to building a quality collaborative relationship through critical conversations, the authors explain three co-teaching models and how co-teaching fits within school improvement initiatives. Next, they present the critical conversations framework designed to foster dramatic improvements in the way educators communicate with their colleagues. The authors use practical examples and real-life stories to show how co-teaching strategies make a positive difference for students. 176 pages 32BCA–BKF428 $24.95 ISBN 978-1-935542-32-2

• Follow step-by-step instructions for the activities and conversations within the framework, along with reproducible materials available online. • Apply the critical conversations matrix to particular activities within the framework, based on the focus questions and anticipated outcomes. • Align efforts with several school improvement initiatives, including response to intervention, professional learning communities, differentiated instruction, and universal design for learning.

Inclusion Strategies & Interventions By Toby J. Karten Inclusion means more than just preparing students to pass standardized tests and increasing academic levels. In inclusive classrooms, students with special educational needs are treated as integral members of the general education environment. Gain strategies to offer the academic, social, emotional, and behavioral benefits that allow all students to achieve their highest potential. 208 pages 32BCA–BKF381 $29.95 ISBN 978-1-935543-23-7

• Understand interventions for particular categories of learners and subjects. • Learn ways to organize the inclusive classroom using principles like RTI, differentiated instruction, understanding by design, universal design for learning, multiple intelligences, multisensory approaches, peer mentoring, and cooperative learning. • Gain an overview of the laws that affect and influence inclusion practices.

Special Needs

Special Needs “Communication and behavior are inextricably linked, and it is important that we begin to recognize this connection in our work and relationships with children of all ages and abilities.” —When Actions Speak Louder Than Words

Creating Successful Inclusion Programs

When Actions Speak Louder Than Words

Guidelines for Teachers and Administrators

Understanding the Challenging Behaviors of Young Children and Students With Disabilities

By Martin Henley

By Kim Davis and Susan D. Dixon

Gain specific strategies for creating and managing inclusive classrooms and guidelines for navigating the complicated legal and educational landscape of special education. This book includes historical information on special education and explores how inclusion programs fit in with the Individuals With Disabilities Education Act. 144 pages

Build your understanding of behavior as communication, and learn to interpret the messages behind the actions. This book provides information and tools to support all children whose primary way to communicate is through challenging behaviors. 216 pages; grades K–6 32BCA–BKF274 $29.95 ISBN 978-1-934009-60-4

32BCA–BKF366 $19.95 ISBN 978-1-935249-71-9

Making Math Accessible to Students With Special Needs Practical Tips and Suggestions By r4 Educated Solutions

Grades K–2

32BCA–BKF288 $29.95 ISBN 978-1-934009-66-6

Grades 3–5

32BCA–BKF289 $29.95 ISBN 978-1-934009-67-3

Grades 6–8

32BCA–BKF290 $29.95 ISBN 978-1-934009-68-0

Grades 9–12

32BCA–BKF291 $29.95 ISBN 978-1-934009-69-7

These manuals offer tools and guidance to increase confidence and competence so that 99 percent of students will be able to access enrolled grade-level mathematics. Chapters cover federal and state legislation, research-based instructional best practices, and alternative instruction and assessment practices. Joint Publications With r4 Educated Solutions

Let our presenters come to you! Book a customized on-site PD experience today. Address challenging situations in the classroom head-on.

Create an inclusive classroom environment.

Overcome misconceptions about what causes students to act out.

Break down patterns of behavior that inhibit learning.

Resolve conflict efficiently at the root of its source.

Special Needs Experts

Carrie Chapman

Kim Davis

Susan D. Dixon

Lee Ann Jung

Toby J. Karten

Julie Schmidt

Jane Georges

Call 888.763.9045 to start a conversation about your next steps. solution-tree.com/speakers/pd-services

Special Needs

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Classroom Management and Behavior Pyramid of Behavior Interventions Seven Keys to a Positive Learning Environment By Tom Hierck

, Charlie Coleman

, and Chris Weber

Students thrive when educators commit to proactively meeting their behavioral as well as academic needs. This book will help teachers and school leaders transform the research on behavior, response to intervention, and professional learning communities into practical strategies they can use to create a school culture and classroom climates in which learning is primed to occur. 132 pages

• Explore specific strategies with real-life examples and current research. • Implement a behavior matrix that identifies specific settings, expected behaviors, and application strategies. • Build data-driven dialogue within collaborative teams. • Support schoolwide efforts with a detailed five-step approach.

32BCA–BKF532 $24.95 ISBN 978-1-936765-06-5

Pyramid of Behavior Interventions Workshops April 30–May 1 May 16–17 Charlie Coleman

Tom Hierck

Milpitas, CA Bellevue, WA

December 4–5 November 21–22

San Diego, CA Toronto, ON

Learning Outcomes

• Develop shared knowledge of the research behind behavior and behavior supports. • Design districtwide policies aligned to research on positive support and reinforcement. • Begin to build the components of a comprehensive pyramid of behavior interventions. • Articulate a clearly defined checklist to help move the plan forward. • Identify the ABCs of behavior assessment.

Create a learning environment where all students are set up for success. Walk through the essential implementation steps created by combining the principles of Professional Learning Communities at WorkTM and pyramid response to intervention with the tenets of behavioral interventions.

Classroom Management and Category Behavior

69 69

Classroom Management and Behavior “Our professional responsibility requires that we teach all students and make our best effort to excite even those who seem not to care.” —Motivating Students Who Don’t Care

Power Struggles Successful Techniques for Educators By Allen N. Mendler and Brian D. Mendler 2nd Edition It’s every educator’s worst fear: losing control of the classroom. Regain the focus of challenging and resistant students with this practical resource on classroom management, discipline, and motivation. The dedicated authors re-examine the root causes of student misbehavior and offer a range of easy-to-implement instructions and activities—along with real-world stories of these strategies in action— to prevent and defuse future disruptive classroom moments. 96 pages 32BCA–BKF480 $17.95 ISBN 978-1-935543-20-6

Motivating Students Who Don’t Care Successful Techniques for Educators By Allen N. Mendler

Bestseller Spark enthusiasm in your classroom. Proven strategies and five effective processes (emphasizing effort, creating hope, respecting power, building relationships, and expressing enthusiasm) empower you to reawaken motivation in students who aren’t prepared, don’t care, and won’t work. 80 pages 32BCA–BKF360 $17.95 ISBN 978-1-935249-67-2

Discipline With Dignity A Plan for Prevention, Action, and Resolution of Challenging Classroom Behaviors Featuring Allen N. Mendler and Richard L. Curwin

The long-term goal of the Discipline With Dignity® program is to teach students responsibility, self-discipline, and selfcontrol. With this DVD set, learn a variety of techniques to help students feel connected, competent, and empowered, and teach them to have empathy for others—all while having fun! Three 20-minute DVDs; 114-page Facilitator’s Guide (in print and on CD)

As Tough as Necessary A Discipline With Dignity Approach to Countering Violence, Aggression, and Hostility in Our Schools Featuring Richard L. Curwin and Allen N. Mendler

This DVD set demonstrates how to create a school climate that reverses the trends of anger, hostility, and aggressive behavior while helping youth acquire the values and skills they need to be successful. Four 20-minute DVDs; 70-page Facilitator’s Guide (in print and on DVDs) 32BCA–DVF012 $395.00 UPC 811796010056

Discipline With Dignity for Challenging Youth By Allen N. Mendler and Richard L. Curwin

Create positive change in your most challenging students with the help of practical strategies found in this resource. The authors share proven practices for classroom discipline, reveal reasons why students misbehave, and offer 21 effective drug-free ways to help students with ADHD. 192 pages 32BCA–BKF229 $24.95 ISBN 978-1-934009-25-3

32BCA–DVF013 $395.00 UPC 811796010025

Classroom CategoryManagement and Behavior

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Classroom Management and Behavior “As educators and administrators, we must believe we effectively influence change in the lives of the students we touch.” —MORE What Do I Do When . . . ?

Teaching Self-Control

Behave Yourself!

A Curriculum for Responsible Behavior

Helping Students Plan to Do Better

By Martin Henley

By Ambrose Panico

2nd Edition When students lack basic social skills for controlling their behavior and getting along with others, the solution is simple and direct. Use the same skills you bring to teaching mathematics, reading, and science to incorporate this social skills curriculum that builds self-control. 208 pages; grades K–8

Foreword by Richard L. Curwin

32BCA–BKF147 $29.95 ISBN 978-1-932127-12-6

The Four Keys to Effective Classroom and Behavior Management Building Community, Motivation, Responsibility, and School Safety Featuring Richard L. Curwin and Allen N. Mendler

Explore four skill areas essential to establishing a safe, supportive learning environment. This video series demonstrates research-based strategies that work. Four 20-minute DVDs; 80-page Facilitator’s Guide (in print and on DVD)

Learn specific strategies for developing behavior intervention plans (BIPs) that lead to long-term, positive change for general and special education students. The author outlines a practical five-step Plan to Do Better approach and provides reproducibles that ease the information-gathering process. 120 pages 32BCA–BKF267 $19.95 ISBN 978-1-934009-41-3

When Actions Speak Louder Than Words Understanding the Challenging Behaviors of Young Children and Students With Disabilities By Kim Davis and Susan D. Dixon

32BCA–DVF064 $595.00 UPC 811796010612

What Do I Do When . . . ? How to Achieve Discipline With Dignity in the Classroom

MORE What Do I Do When . . . ? Powerful Strategies to Promote Positive Behavior

By Allen N. Mendler

Understand the principles that place dignity at the core of classroom management, and explore what motivates misbehavior. This book also provides unique, effective strategies for dealing with power struggles, working with parents, and making a positive impact on schoolwide discipline. 192 pages

Counter negative student behavior with positive actions that preserve dignity. This practical resource offers educators 60 powerful prevention, intervention, and motivational strategies that have been tested in schools worldwide. Teach responsible behavior, handle power struggles successfully, establish effective rules and consequences, and more! 184 pages

32BCA–BKF230 $24.95 ISBN 978-1-934009-07-9

32BCA–BKF231 $24.95 ISBN 978-1-934009-43-7

Classroom Management and Category Behavior

71 71

Classroom Management and Behavior “Effective teachers proactively develop a systematic plan that guides all their classroom management efforts from the first day of school onward.” —Assertive Discipline®

Classroom Management for Academic Success By Lee Canter This groundbreaking resource details effective management strategies you can implement from day one so that all students achieve in the classroom. Teacher-tested, research-based strategies create a classroom in which children learn free from the distraction of disruptive behavior. 304 pages; CD 32BCA–BKF488 $39.95 ISBN 978-1-935249-01-6

Assertive Discipline®

Positive Behavior Management for Today’s Classroom

By Lee Canter

Featuring Lee Canter

4th Edition This book contains the best concepts and teacher-tested strategies by the author. New content includes a special emphasis on the needs of new and struggling teachers. The author also introduces a real-time coaching model and explains how to establish a schoolwide Assertive Discipline® program. 176 pages

Aligned with the fourth edition of the book Assertive Discipline ®, this DVD set features classroom scenes with teachers modeling the Assertive Discipline® program. The DVDs contain five training sessions and the Facilitator’s Guide in electronic format. Five 20-minute DVDs; 56-page Facilitator’s Guide (in print and on CD) 32BCA–DVF017 $495.00 UPC 811796010308

32BCA–BKF246 $24.95 ISBN 978-1-934009-15-4

Succeeding With Difficult Students® New Strategies for Reaching Your Most Challenging Students By Lee Canter and Marlene Canter

Turn your students’ lives around and reduce your own stress with practical techniques that focus on building positive relationships and shaping constructive classroom behavior. This book offers strategies for meeting the needs of difficult students and teaching lifelong interpersonal skills. 256 pages

Succeeding With Difficult Students® Workbook By Lee Canter

128 pages 32BCA–BKF244 $24.95 ISBN 978-1-934009-18-5

32BCA–BKF505 $34.95 ISBN 978-1-935543-64-0

Classroom CategoryManagement and Behavior

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Classroom Management and Behavior Want free resources? Browse the tools our authors have created for you. solution-tree.com/resources

Bullying and Beyond series Bullying is not just a school problem; it’s a community problem. Educators have a unique opportunity to make a powerful, positive impact in the lives of bullies and victims alike. Get to the root of bullying behavior. Understand the relationships between bullies and victims. Learn what needs to happen in schools and communities to turn negative behavior around and create a culture of learning that is free from fear. Filmed at the first national conference on bullying, these compelling keynotes explore a variety of bullying behaviors, their causes, and the dangers they pose to both bullies and victims.

Boys Will Be Boys, But What About Girls? Childhood Aggression and Gender

Bullying and Peer Harassment Why Does It Start, and Who Is Affected? Featuring Shelley Hymel

Featuring Nicki Crick

This keynote delivers a powerful reminder that bullying takes many forms beyond easily observed physical aggression. 50-minute DVD with presentation

Understand the reactions, consequences, and cultural trends surrounding bullying, and learn what you can do to create a safe learning environment. 45-minute DVD with presentation

32BCA–DVF014 $99.95 UPC 811796010124

The Role of the Bystander Featuring Stuart Twemlow

Explore the critical role bystanders play in reducing or exacerbating school violence. 60-minute DVD with presentation 32BCA–DVF016 $99.95 UPC 811796010148

32BCA–DVF015 $99.95 UPC 811796010131

Let our presenters come to you! Book a customized on-site PD experience today. Identify keys to a positive learning environment. Build structures and strategies for positive discipline schoolwide. Create in-class and outof-class strategies for relationship building.

Develop effective language for difficult or resistant students.

Classroom Management and Behavior Experts

Outline ways defiant students can be successful in the classroom. Charlie Coleman

Tom Hierck

Allen N. Mendler

Call 888.763.9045 to start a conversation about your next steps. solution-tree.com/speakers/pd-services

Ambrose Panico

Lee Canter

Carolyn Reedom

Classroom Management and Category Behavior

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Plan Books Stay organized and inspired with these goal-specific plan books. Nurture your Professional Learning Community at Work™, engage your classroom community, teach effective behavioral management skills, and more.

Professional Learning Communities at Work™ Plan Book By Rebecca DuFour, Richard DuFour, and Robert Eaker Bestseller This plan book combines 40 weekly planning pages and space for eight class periods, with ideas and activities to help teachers and their collaborative teams work together to address crucial, teacher-specific PLC concepts. It presents essential school improvement tips and inspirational testaments to last the entire academic year. 103 pages; spiral-bound 32BCA–BKF217 $12.95 ISBN 978-1-932127-95-9

The School of Belonging Plan Book

Record Book Plus

By David A. Levine

Bestseller Record Book Plus includes open-ended and traditional grading sheets, behavior-management documentation sheets, and parent communication resources with helpful tips and guidelines. 168 pages; spiral-bound; grades K–8

By Lee Canter

Quickly establish classroom values and principles that guide students to make prosocial choices. This plan book is your foundation for creating a culture of caring in which student achievement soars and antisocial behaviors plummet. 104 pages; spiral-bound; grades 3–8

32BCA–BKF190 $12.95 ISBN 978-1-932127-59-1

32BCA–BKF218 $12.95 ISBN 978-1-932127-94-2

Teacher’s Plan Books #1–7 by Lee Canter are 112 pages, spiral-bound, and recommended for grades K–8. Teacher’s Plan Book Plus #1

Teacher’s Plan Book Plus #4

Teacher’s Plan Book Plus #6

Assertive Discipline ®

Parents on Your Side ®

Practical Tips for New Teachers ®

Strengthen your discipline efforts with weekly behavior-management tips and reminders.

Gain the parental support you need for your school’s behavior and academic programs.

Become a more successful teacher with dozens of practical preparation strategies.

Teacher’s Plan Book Plus #2

Teacher’s Plan Book Plus #5

Teacher’s Plan Book Plus #7

Assertive Discipline ®

Motivating Today’s LearnerTM

Reading and Literacy A to Z

Integrate advanced behaviormanagement ideas into your curriculum.

Motivate your students with activities for stimulating lessons and homework assignments.

Improve your students’ reading and literacy skills with practical guidelines and activities.

32BCA–BKF194 $12.95 ISBN 978-1-932127-68-3

32BCA–BKF195 $12.95 ISBN 978-1-932127-71-3

32BCA–BKF197 $12.95 ISBN 978-1-932127-70-6

32BCA–BKF198 $12.95 ISBN 978-1-932127-72-0

32BCA–BKF199 $12.95 ISBN 978-1-932127-67-6

32BCA–BKF200 $12.95 ISBN 978-1-932127-73-7

Teacher’s Plan Book Plus #3 Homework Without Tears ®

Develop the most effective homework assignments to complement your lesson plan. 32BCA–BKF196 $12.95 ISBN 978-1-932127-69-0

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About Our Events Whether you’re attending a workshop, institute, or summit, you’ll discover essential frameworks for maximizing student performance as revealed by some of education’s trailblazers. Under their seasoned guidance, you’ll discover the latest techniques to carve improved paths to learning.

Workshops Capacity Days of training Number of presenters Research-based strategies Expert guidance Honest conversations

75–150

500–1,800

2,000+

2–3

1–2

2–12

4–12

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Panel discussions Interactive team training Customizable content Intensive, topic-specific breakout sessions Built-in team time Critical support on key leadership issues Hybrid events available Mobile application On-site bookstore

Institutes Summits

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    Events

Summits and Institutes Annual Conference on Common Core Standards and Assessment

Professional Learning Communities at WorkTM Institutes

April 30–May 2 Phoenix, AZ

June 3–5 June 6–8 June 12–14 June 18–20 July 8–10 July 17–19 July 24–26

Schools throughout the nation face a new challenge of transitioning to the Common Core State Standards. This conference offers a range of assessment strategies and the time to explore, network, and discover the tools that will work best for you.

Assessment NOW Institute October 21–23 Atlanta, GA

Building Better Schools Together Institute October 17–18

Toronto, ON

Las Vegas, NV St. Charles, MO Tulsa, OK San Antonio, TX Minneapolis, MN Pasadena, CA Orlando, FL

August 5–7 August 12–14 September 18–20 October 1–3 October 28–30 November 12–14

Lincolnshire, IL Seattle, WA Albuquerque, NM Charlotte, NC Indianapolis, IN Salt Lake City, UT

Professional Learning Communities at WorkTM Summit February 20–22

Phoenix, AZ

Whether you are just beginning to build a PLC or need to regroup for your next steps, this summit provides practical knowledge based on the three big ideas that drive a PLC, delivered by experts who know the process best.

Simplifying RTI Institutes

Common Core NOW Institute

August 12–13

Boston, MA

Leadership NOW

A Collaborative Summit for Administrators and Teachers April 24–26

Las Vegas, NV

April 15–17 June 26–28

Vancouver, BC Denver, CO

July 31–August 2 Grand Rapids, MI October 22–24 Kansas City, MO

Hybrid Events February 20–22 April 24–26 June 18–20 July 17–19 July 24–26 August 5–7

PLC at WorkTM Summit Leadership NOW Summit PLC at WorkTM Institute PLC at WorkTM Institute PLC at WorkTM Institute PLC at WorkTM Institute

A hybrid event is an opportunity for a large school team to experience one of our conferences without traveling or incurring food and lodging costs. Instead, at a convenient location of your choosing, your staff will view a live video stream of keynote and breakout sessions and panel discussions, while enjoying expert on-site facilitation from a trained associate.

Call 800.733.6786 for information on how you can stream an event to your school or district!

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Spring Workshops Assessments for State and Common Core Standards

Pyramid of Behavior Interventions

March 25–26 Boston, MA

April 30–May 1

April 15–16

Glenview, IL

Milpitas, CA

May 16–17 Bellevue, WA

Create a learning environment where all students are set up for success. Walk through the essential implementation steps created by combining the principles of Professional Learning Communities at WorkTM and pyramid response to intervention with the tenets of behavioral interventions.

Building Common Assessments

Pyramid Response to Intervention

March 11–12 March 18–19 April 2–3 April 2–3 April 15–16

San Antonio, TX Milpitas, CA Dallas, TX St. Paul, MN Albuquerque, NM

April 22–23 April 29–30 May 14–15 May 16–17

Omaha, NE West Palm Beach, FL Bellevue, WA San Diego, CA

March 13–14 March 13–14 April 10–11 April 24–25 May 1–2

Bellevue, WA San Antonio, TX Santa Ana, CA St. Charles, MO West Palm Beach, FL

May 2–3 Milpitas, CA May 8–9 Centennial, CO May 8–9 St. Paul, MN May 14–15 San Diego, CA

Response to Intervention in Math NEW! Common Core for English Language Arts March 27–28 Boston, MA

April 8–9

Santa Ana, CA

March 20–21 Milpitas, CA April 24–25 Omaha, NE

May 6–7

Centennial, CO

Elementary Reading Intervention Strategies

Simplifying Response to Intervention

March 11–12 Bellevue, WA April 17–18 Glenview, IL

March 20–21 Atlanta, GA March 25–26 San Diego, CA

May 6–7

St. Paul, MN

April 4–5 Dallas, TX

Implementing Common Core Standards With Total Instructional Alignment

Teaching the iGeneration

March 18–19 Atlanta, GA April 17–18 Albuquerque, NM

April 22–23

St. Charles, MO

March 27–28 San Diego, CA

April 4–5 St. Paul, MN

Spring Workshops

Fall Workshops 21st Century Skills

Got Data? Moving Your Team to Results

October 28–29 Ottawa, ON

October 16–17 Omaha, NE

Research has shown that data-driven teacher collaboration produces robust gains in student learning. Explore the seven qualities of highperforming teams, and learn powerful principles and field-tested strategies for using data to focus team conversations that improve student learning.

Assessments for State and Common Core Standards November 14–15

Santa Ana, CA

Building Common Assessments September 23–24 October 1–2 October 14–15 November 12–13

Boston, MA Hunt Valley, MD Tampa, FL Santa Ana, CA

November 18–19 Las Vegas, NV November 18–19 St. Paul, MN December 4–5 Bellevue, WA

NEW! Common Core for English Language Arts September 23–24 St. Paul, MN

December 2–3 Bellevue, WA

Common Core Mathematics in a PLC October 3–4

Bellevue, WA

October 9–10 Glenview, IL

Elementary Reading Intervention Strategies September 25–26 Boston, MA October 14–15 Omaha, NE

December 2–3 San Diego, CA

November 14–15 San Antonio, TX

Implementing Common Core Standards With Total Instructional Alignment October 1–2

Bellevue, WA

October 7–8

San Diego, CA

Plan ahead to ensure a seamless transition from current state standards to the new CCSS. This workshop is designed to help forward-thinking schools and districts prepare teachers and administrators to smoothly accomplish this transition.

Pyramid of Behavior Interventions November 21–22

Toronto, ON

December 4–5

San Diego, CA

Create a learning environment where all students are set up for success. Walk through the essential implementation steps created by combining the principles of PLC at WorkTM and pyramid response to intervention with the tenets of behavioral interventions.

Pyramid Response to Intervention October 3–4 Hunt Valley, MD October 16–17 Tampa, FL

November 20–21 Las Vegas, NV November 20–21 St. Paul, MN

Redefining Fair November 19–20 Toronto, ON

Learn how to put differentiation into action with instructional solutions that are comprehensive, practical, clear, and effective. Gain strategies and examples of assessment methods to improve student learning and enable all students to realize their potential.

Response to Intervention in Math September 25–26 St. Paul, MN

November 12–13

San Antonio, TX

Simplifying Response to Intervention October 7–8

Glenview, IL

October 9–10

San Diego, CA

Fall Workshops

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Event Index 21st Century Skills Workshop . . . . . . . . . . . . . . . . . . . . . . . . . 58, 78 Annual Conference on Common Core Standards and Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9, 76 Assessment NOW Institute. . . . . . . . . . . . . . . . . . . . . . . . . . . 41, 76 Assessments for State and Common Core Standards Workshops . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9, 43, 77, 78 Building Better Schools Together Institute . . . . . . . . . . . . . . . 29, 76 Building Common Assessments Workshops . . . . . . . . . . . 42, 77, 78 Common Core for English Language Arts Workshops . . . . 6, 77, 78 Common Core Mathematics in a PLC Workshops . . . . . . . . . . 7, 78 Common Core NOW Institute . . . . . . . . . . . . . . . . . . . . . . . . . 5, 76 Elementary Reading Intervention Strategies Workshops . 61, 77, 78 Got Data? Moving Your Team to Results Workshops . . . . . . . 27, 78 Hybrid Events . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 76 Implementing Common Core Standards With Total Instructional Alignment Workshops. . . . . . . 8, 28, 77, 78 Leadership NOW: A Collaborative Summit for Administrators and Teachers. . . . . . . . . . . . . . . . . . . . . . . 33, 76 Professional Learning Communities at Work™ Institutes . . . 17, 76 Professional Learning Communities at Work™ Summit. . . . . . . . 76 Pyramid of Behavior Interventions Workshops . . . . . . 22, 69, 77, 78 Pyramid Response to Intervention Workshops . . . . . . . . . 21, 77, 78 Response to Intervention in Math Workshops . . . . . . . . . 23, 77, 78 Redefining Fair Workshop . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 78 Simplifying Response to Intervention Workshops. . . . . . . 21, 77, 78 Simplifying RTI Institutes . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21, 76 Teaching the iGeneration Workshops . . . . . . . . . . . . . . . . . . . 57, 77

Canada British Columbia Simplifying RTI Institute . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21, 76 Ontario 21st Century Skills Workshop . . . . . . . . . . . . . . . . . . . . . . . . . 58, 78 Building Better Schools Together Institute . . . . . . . . . . . . . . . 29, 76 Pyramid of Behavior Interventions Workshops . . . . . . . . . . . . 22, 69 Redefining Fair Workshop . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 78

United States Arizona Annual Conference on Common Core Standards and Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9, 76 Professional Learning Communities at Work™ Summit. . . . . . . . 76 California Assessments for State and Common Core Standards Workshop. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9, 43, 77, 78 Building Common Assessments Workshops . . . . . . . . . . . 42, 77, 78 Common Core for English Language Arts Workshop . . . . . 6, 77, 78 Elementary Reading Intervention Strategies Workshop . . 61, 77, 78 Implementing Common Core Standards With Total Instructional Alignment Workshop . . . . . . . 8, 28, 77, 78 Professional Learning Communities at Work™ Institute . . . . 17, 76 Pyramid of Behavior Interventions Workshops . . . . . . 22, 69, 77, 78 Pyramid Response to Intervention Workshops . . . . . . . . . 21, 77, 78 Response to Intervention in Math Workshop . . . . . . . . . . 23, 77, 78 Simplifying Response to Intervention Workshops. . . . . . . 21, 77, 78 Teaching the iGeneration Workshop . . . . . . . . . . . . . . . . . . . 57, 77 Colorado Pyramid Response to Intervention Workshop . . . . . . . . . . 21, 77, 78 Response to Intervention in Math Workshop . . . . . . . . . . 23, 77, 78 Simplifying RTI Institute . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21, 76 Florida Building Common Assessments Workshops . . . . . . . . . . . 42, 77, 78 Professional Learning Communities at Work™ Institute . . . . 17, 76 Pyramid Response to Intervention Workshops . . . . . . . . . 21, 77, 78 Georgia Assessment NOW Institute. . . . . . . . . . . . . . . . . . . . . . . . . . . 41, 76 Implementing Common Core Standards With Total Instructional Alignment Workshop . . . . . . . 8, 28, 77, 78 Simplifying Response to Intervention Workshop . . . . . . . 21, 77, 78 Illinois Assessments for State and Common Core Standards Workshop. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9, 43, 77, 78 Common Core Mathematics in a PLC Workshop . . . . . . . . . . . 7, 78 Elementary Reading Intervention Strategies Workshop . . 61, 77, 78 Professional Learning Communities at Work™ Institute . . . . 17, 76 Simplifying Response to Intervention Workshop . . . . . . . 21, 77, 78 Indiana Professional Learning Communities at Work™ Institute . . . . 17, 76 Maryland Building Common Assessments Workshop . . . . . . . . . . . . 42, 77, 78 Pyramid Response to Intervention Workshop . . . . . . . . . . 21, 77, 78

Massachusetts Assessments for State and Common Core Standards Workshop. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9, 43, 77, 78 Building Common Assessments Workshop . . . . . . . . . . . . 42, 77, 78 Common Core for English Language Arts Workshop . . . . . 6, 77, 78 Common Core NOW Institute . . . . . . . . . . . . . . . . . . . . . . . . . 5, 76 Elementary Reading Intervention Strategies Workshop . . 61, 77, 78 Michigan Simplifying RTI Institute . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21, 76 Minnesota Building Common Assessments Workshop . . . . . . . . . . . . 42, 77, 78 Common Core for English Language Arts Workshop . . . . . 6, 77, 78 Elementary Reading Intervention Strategies Workshop . . 61, 77, 78 Professional Learning Communities at Work™ Institute . . . . 17, 76 Pyramid Response to Intervention Workshops . . . . . . . . . 21, 77, 78 Response to Intervention in Math Workshop . . . . . . . . . . 23, 77, 78 Teaching the iGeneration Workshop . . . . . . . . . . . . . . . . . . . 57, 77 Missouri Implementing Common Core Standards With Total Instructional Alignment Workshop . . . . . . . 8, 28, 77, 78 Professional Learning Communities at Work™ Institute . . . . 17, 76 Pyramid Response to Intervention Workshop . . . . . . . . . . 21, 77, 78 Simplifying RTI Institute . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21, 76 Nebraska Building Common Assessments Workshop . . . . . . . . . . . . 42, 77, 78 Elementary Reading Intervention Strategies Workshop . . 61, 77, 78 Got Data? Moving Your Team to Results Workshop . . . . . . . . 27, 78 Professional Learning Communities at Work™ Institute . . . . 17, 76 Response to Intervention in Math Workshop . . . . . . . . . . 23, 77, 78 New Mexico Building Common Assessments Workshop . . . . . . . . . . . . 42, 77, 78 Implementing Common Core Standards With Total Instructional Alignment Workshop . . . . . . . 8, 28, 77, 78 Professional Learning Communities at Work™ Institute . . . . 17, 76 Nevada Building Common Assessments Workshop . . . . . . . . . . . . 42, 77, 78 Leadership NOW: A Collaborative Summit for Administrators and Teachers . . . . . . . . . . . . . . . . . . . . . . . 33, 76 Professional Learning Communities at Work™ Institute . . . . 17, 76 Pyramid Response to Intervention Workshop . . . . . . . . . . 21, 77, 78 North Carolina Professional Learning Communities at Work™ Institute . . . . 17, 76 Oklahoma Professional Learning Communities at Work™ Institute . . . . 17, 76 Texas Professional Learning Communities at Work™ Institute . . . . 17, 76 Building Common Assessments Workshop . . . . . . . . . . . . 42, 77, 78 Got Data? Moving Your Team to Results Workshop . . . . . . . . 27, 78 Pyramid Response to Intervention Workshop . . . . . . . . . . 21, 77, 78 Response to Intervention in Math Workshop . . . . . . . . . . 23, 77, 78 Simplifying Response to Intervention Workshop . . . . . . . 21, 77, 78 Utah Professional Learning Communities at Work™ Institute . . . . 17, 76 Washington Building Common Assessments Workshops . . . . . . . . . . . 42, 77, 78 Common Core for English Language Arts Workshop . . . . . 6, 77, 78 Common Core Mathematics in a PLC Workshop . . . . . . . . . . . 7, 78 Elementary Reading Intervention Strategies Workshop . . 61, 77, 78 Implementing Common Core Standards With Total Instructional Alignment Workshop . . . . . . . 8, 28, 77, 78 Professional Learning Communities at Work™ Institute . . . . 17, 76 Pyramid of Behavior Interventions Workshop . . . . . . 22, 69, 77, 78 Pyramid Response to Intervention Workshop . . . . . . . . . . 21, 77, 78

Indexes

Author and Associate Index A Acosta, Barbara D. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34, 64 Adams, Thomasenia Lott . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7 Afflerbach, Peter . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35, 60 Ainsworth, Larry . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34, 44 Allington, Richard L. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35, 60 Almeida, Lisa . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34, 44 Alper, Larry . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39 Alvarez, Laura . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34, 64 Ansari, Daniel. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35, 48 Anstrom, Kristina . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34, 64 Asturias, Harold . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7 B Bailey, Kim . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13, 42, 45 Barber, Michael . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26, 35 Barell, John . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34, 58 Barr, Robert D. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25, 30 Barth, Roland . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14, 34 Battino, Wendy J. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30 Bean, Rita M. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35, 60 Bear, Donald R.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35, 60 Bellanca, James A. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8, 34, 53, 58 Bender, William N. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23, 24 Bennett, Barrie . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35, 53 Berliner, David . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35, 53 Bernhardt, Victoria L. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41 Billings, Dawn . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26, 27, 36 Blachowicz, Camille L. Z. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35, 60 Bollman, Kerry . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22 Boogren, Tina . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50 Boss, Suzie . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 56 Bowgren, Linda . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18 Brandt, Ron . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34, 58 Branscombe, Karen . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29 Brendtro, Larry K. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 66 Briars, Diane J. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7, 9, 38 Brokenleg, Martin . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 66 Brookhart, Susan M.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44, 45 Brophy, Jere . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35, 53 Brown, Tim . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17 Buffum, Austin . . . . . . . . . . . . . . . . . . . . . . . . . . . 13, 19, 20, 21, 24 Burke, Kay . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9, 23, 43, 45 Burnett, Allison J. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8, 59, 62 Busick, Kathy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46 C Calderón, Margarita . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34, 63, 64 Cameron, Caren . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46 Campbell, Martha F. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16 Canter, Lee . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 72, 73, 74 Canter, Marlene . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 72 Capitelli, Sarah . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34, 64 Carleton, Lindsay . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51 Carnes, Meg . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39 Carrio, Barbara Gaddy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30 Carter, John A. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7 Carter, Lisa . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8, 28, 39 Chapman, Carolyn . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47 Chapman, Carrie . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 67, 68 Christodoulou, Joanna A. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35, 48 Coch, Donna . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35, 48 Coleman, Charlie . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22, 69, 73 Conzemius, Anne E. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25, 26 Cooper, Damian . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44, 45, 47 Crane, Darlene . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23, 24 Crick, Nicki . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 73 Culham, Ruth . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35, 60 Cummins, Jim . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34, 64 Cunningham, James W. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38 Cunningham, Patricia M. . . . . . . . . . . . . . . . . . . . . . . 35, 38, 60, 62 Curwin, Richard L. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 70, 71

Indexes

D Daresh, Bridget N. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36 Daresh, John C. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36 Darling-Hammond, Linda . . . . . . . . . . . . . . . . . . . . . . 26, 34, 35, 58 Darling, Sandra K. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52, 66 Davies, Anne . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34, 44, 45, 46 Davis, Kim . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 68, 71 Dede, Chris . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34, 58 Dehaene, Stanislas . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35, 48 Deiotte, Margaret . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22 DeLorenzo, Richard A. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30 Depka, Eileen . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23, 24, 43, 45 Devereaux, Keith . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38 Devlin, Keith . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35, 48 Dier, Linda . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29 Dixon, Juli K. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5, 7 Dixon, Susan D. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 68, 71 Doty, Gwen . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54 Driscoll, Bill . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40 DuFour, Rebecca . . . . . . . . .12, 13, 14, 15, 16, 17, 33, 34, 37, 58, 74 DuFour, Richard . . .11, 12, 13, 14, 15, 16, 17, 33, 34, 37, 44, 58, 74 Dunsworth, Mardale . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26, 27, 36

H Hall, Lani Ritter . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 55 Hardiman, Mariale M. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35, 48 Hargreaves, Andy . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26, 34, 35, 58 Harrison, Merrilou . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45 Heflebower, Tammy . . . . . . . . . . . . . . . . . . 5, 33, 41, 45, 50, 51, 58 Heikkinen, Katie . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35, 48 Henley, Martin . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 68, 71 Herbst, Sandra . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45, 46 Hierck, Tom. . . . . . . . . . . . . . . . . . . . . . . . . . . 22, 29, 41, 45, 69, 73 Hinman, Charles . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13, 45 Hoegh, Jan K. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5, 51 Hoffman, James V. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35, 60 Holcomb, Edie L. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26, 27, 36 Hollie, Sharroky . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28, 31 Howell, Robert . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22 Hubbell, Elizabeth . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26 Huff, Susan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13, 45 Hulley, Wayne . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29 Hyatt, Cate Hart . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 67 Hyerle, David . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39 Hymel, Shelley . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 73

E Eaker, Robert . . . . . . . . . . . . . . . . . . . 12, 13, 14, 15, 16, 17, 34, 74 Eason-Watkins, Barbara . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14, 34 Eddy, Marianna D. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35, 48 Eller, John F. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31 Eller, Sheila A.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31 Elmore, Richard . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26, 35 Erickson, Lynn . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35, 53 Erkens, Cassandra . . . . . . . . . . . . . . . . . . . . 5, 9, 13, 15, 42, 45, 54

I–J Immordino-Yang, Mary Helen . . . . . . . . . . . . . . . . . . . . . . . . 35, 48 Izquierdo, Elena . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34, 64 Jacobs, Heidi Hayes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35, 53 Jakicic, Chris. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13, 41, 42, 45 Jansen, Jonathan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26, 35 Jessie, Lillie G. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13 Johnson, David W. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34, 58 Johnson, Roger T. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34, 58 Johnson, Sara . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22, 24 Jung, Lee Ann. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 68

F Faeth, Matthias . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35, 48 Fennell, Francis (Skip) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5, 7, 38 Ferriter, William M. . . . . . . . . . . . . . . . . . . 11, 13, 36, 45, 56, 57, 58 Fischer, Kurt W.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35, 48 Fisher, Douglas . . . . . . . . . . . . .5, 6, 9, 22, 34, 37, 41, 58, 60, 62, 64 Fisher, Peter J. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35, 60 Fogarty, Robin J. . . . . . . . . . . . . . . . . . . . . . . . . . . 5, 8, 9, 34, 49, 58 Foster, David. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7 Frank, Laurie S. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53 Frey, Nancy . . . . . . . . . . . . . . . . . . . . 6, 9, 22, 34, 37, 58, 60, 62, 64 Fullan, Michael. . . . . . . . . . . . . . . . . . . . . . . . . . . 11, 14, 26, 34, 35 G Gabrieli, John . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35, 48 Gale, Mardi A. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7 Gambrell, Linda B. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35, 60 García, Ricardo L. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52 Gardner, Howard . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34, 58 Garry, Adam . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 57 Georges, Jane . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 68 Gibson, Emily L. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25 Glaude, Catherine . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18 Goldenberg, Claude . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34, 64 Gómez, Joel . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34, 64 Gonzalez, Alex . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 60 Good, Thomas . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35, 53 Goodwin, Bryan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26 Goodwin, Michelle . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45 Gottlieb, Margo . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34, 45, 64 Graham, Parry . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11, 13 Gregg, Linda. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34, 44 Gregory, Gayle . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38, 49 Gregory, Kathleen . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46 Guskey, Thomas R. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34, 44, 45

K Kanold-McIntyre, Jessica . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50 Kanold, Timothy D. . . . . . . . . . . . . . . . . . . . . . 5, 7, 9, 15, 33, 38, 41 Karhanek, Gayle . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13 Karten, Toby J. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 67, 68 Kaufeldt, Martha . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49 Kay, Ken . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34, 58 Keating, Janel . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12, 15 King, Dennis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13, 17, 24, 45 Kise, Jane A. G.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18, 40, 49 Kist, William . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 56 Kobett, Beth McCord . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7 Kramer, Sharon V. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13, 45 Kuykendall, Crystal . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52 L Langrehr, John . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53 Lapp, Diane . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 60, 62 Larson, Matthew R. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7 LeBlanc-Esparza, Kym . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37 LeBlanc-Esparza, Ricardo . . . . . . . . . . . . . . . . . . . . . . . . . 30, 37, 65 Lee, Okhee . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34, 64 Lefkowits, Laura . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26 Lemke, Cheryl . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34, 58 Levin, Ben . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26, 35 Levine, David A. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54, 74 Lezotte, Lawrence W. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14, 30, 34 Lipton, Laura . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26, 27 Littlejohn, Jim. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 65

solution-tree.com

800.733.6786

Author and Associate Index | Online Course Index M Maiers, Angela . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 56, 57 Malone, Janet. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24 Mancabelli, Rob . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 56 Many, Susan Sparks . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17 Many, Thomas W. . . . . . . . . . . . . . . . . . . . . . 12, 13, 14, 16, 17, 18 Martin, Terri L. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13 Marzano, Jana . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35, 53 Marzano, Robert J. . . . . . .5, 9, 33, 34, 35, 41, 42, 44, 50, 51, 53, 58 Massé, François . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29 Mattos, Mike . . . . . . . . . . . . . . . . . . . . . . . . . 13, 17, 19, 20, 21, 24 Mayer, Richard . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35, 53 McEwan-Adkins, Elaine K. . . . . . . . . . . . . . . . . . . . . . . 8, 59, 61, 62 McLaughlin, Margaret J.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37 McLaughlin, Maureen . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35, 60 McTighe, Jay. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34, 35, 53, 58 Mendler, Allen N. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52, 70, 71, 73 Mendler, Brian D. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 70 Minaya-Rowe, Liliana . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34, 64 Morganti-Fisher, Terry . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25 Morrow, Lesley Mandel . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35, 60 Mraz, Maryann. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35, 60 Muhammad, Anthony . . . . . . . . . . . . . . . 13, 26, 28, 29, 31, 32, 33 Myers, Nicholas Jay . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15 N–O Nielsen, Kristine . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44 Noguera, Pedro . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26, 35 Noonan, Peter . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13 November, Alan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34, 55, 58 Nussbaum-Beach, Sheryl . . . . . . . . . . . . . . . . . . . . . . . . . . . . 55, 56 O’Connor, Ken . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34, 37, 44 O’Loughlin, Tricia . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35, 48 O’Neill, Jan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26 Ormiston, Meg . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 57 Ortiz, Alba A. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34, 64 Overlie, Jeffry . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45 P Panico, Ambrose . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53, 71, 73 Parrett, William H. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30 Parscale, Geri . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13 Patton, Sandra . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22 Payne, Ruby K. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 65, 66 Pearlman, Bob . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34, 58 Pearson, P. David . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35, 60 Perini, Matthew . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35, 53 Pete, Brian M.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8, 34, 49, 58 Phi Delta Kappa International . . . . . . . . . . . . . . . . . . . . . . . . . . . 54 Pickering, Debra J. . . . . . . . . . . . . . . . . . . . . . . . . . . . 35, 50, 51, 53 Porterfield, Kitty . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39 Posner, Michael I. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35, 48 Q–R r4 Educated Solutions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 68 Ramsden, Jason T. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36 Ranells, Mary Ann . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13 Rasinski, Timothy V. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35, 60 Reason, Casey . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32, 40 Reedom, Carolyn . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 73 Reeves, Douglas B. . . . . . . . . . . . . . . . . 9, 14, 26, 34, 35, 44, 45, 58 Reynolds, Beth Parrott . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41, 46 Richardson, Will . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34, 56, 58 Rivera, Charlene . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34, 64 Robinson, Laurie . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21 Robinson, Sir Ken . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33 Rogers, Kipp D. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36 Rose, Ainsley B. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13, 29, 45 Rothenberg, Carol . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22, 64 Roulston, William S. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30, 65 Roy, Tom . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50 Rozzelle, Jan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 60 Ruedel, Kristin . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37 Russell, Beth. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18

S Sagor, Richard . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18 Saphier, Jonathon . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14, 34 Scearce, Carol. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 60 Schleicher, Andreas . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26, 35 Schmidt, Julie . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 68 Schmoker, Mike . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14, 34 Schreck, Mary Kim . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5, 9, 52, 59 Schreiber, Rick M. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30 Schuhl, Sarah . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42 Seif, Elliott . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34, 58 Sever, Kathryn . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18 Shanahan, Timothy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35, 60 Sheninger, Eric C. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36, 38 Shirley, Dennis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26, 35 Silver, Harvey . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35, 53 Simms, Julia A. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5, 50, 51 Slavin, Robert E. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34, 64 Slocumb, Paul D.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 66 Smith, Raymond L. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30 Snyder, Kathleen McKee . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30 Soldwedel, Perry. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18, 39 Sousa, David A. . . . . . . . . . . . . . . . . . . . . . . . . . . 35, 38, 40, 48, 49 Sparks, Dennis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14, 34, 39 Sparks, Susan K. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13 Spillane, James . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26, 35 Stephenson, Susan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39, 54 Stiggins, Rick . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14, 34, 44 T–V Teale, William H. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35, 60 Templeton, Shane. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35, 60 Thibault, Paul . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54 Tileston, Donna Walker. . . . . . . . . . . . . . . . . . . . . . . . . . . 22, 52, 66 Tomlinson, Carol Ann . . . . . . . . . . . . . . . . . . . . . . . . . 35, 48, 49, 53 Toncheff, Mona . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7 Trejo, Maria N. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34, 64 Tucker, Marc . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26, 35 Twadell, Eric . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13, 15, 17 Twemlow, Stuart . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 73 Uline, Cynthia L. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 Vacca, Richard T. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35, 60 Vagle, Nicole . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41, 42, 45, 47 Valdés, Guadalupe . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34, 64 Van Bockern, Steve. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 66 Van Clay, Mark . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18, 39

Online Courses 21st Century Skills . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 58 Assessment and the Common Core State Standards . . . . . . . . 9, 43 Becoming a Reflective Teacher . . . . . . . . . . . . . . . . . . . . . . . . . . . 50 Common Core State Standards in Mathematics, Grades 3–8 . . . . . 7 Creating a Professional Learning Community at WorkTM . . . . . . . 12 Differentiation and the Brain . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48 Elementary Reading Intervention Strategies, Grades K–6 . . . . . . 61 Grading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44 Motivating and Engaging Students . . . . . . . . . . . . . . . . . . . . . . . 51 Pyramid Response to Intervention . . . . . . . . . . . . . . . . . . . . . . . . 20 Teaching Boys in Poverty . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 65 Teaching Reading and Comprehension to English Learners, Grades K–5 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 63 Transforming School Culture . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32 Using Web 2.0 in Teaching and Instruction . . . . . . . . . . . . . . . . . 57

W–Z Waller, Laura . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23 Warrick, Phil . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5, 33, 50 Waters, Timothy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33 Watts-Taffe, Susan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35, 60 Weaver, Laura . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49 Weber, Chris . . . . . . . . . . . . . . . . . . . . . . . . . . 19, 20, 21, 22, 24, 69 Weichel, Mark . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45 Wellman, Bruce . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26, 27 Westover, Jay . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13 Whitaker, Todd . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40 White, Stephen . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30, 34, 44 Wiggins, Grant . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35, 53 Wight, Matt . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11 Wilding, Mark . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49 Wiliam, Dylan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34, 41, 44 Williams, Diane L. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35, 48 Williams, Kenneth C. . . . . . . . . . . . . . . . . . . . . . . 13, 17, 29, 33, 37 Williams, Kimberly . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39 Willis, Judy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35, 48 Windram, Holly . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22, 24 Woempner, Carolyn . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26 Wray, Jonathan A. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7 Yanoski, David C. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5, 51 Yates, Debra L. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30 Yokota, Junko . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35, 60 Young, Adam . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45 Zimmermann, Gwendolyn . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7

Indexes

Book and Video Index 5 Dimensions of Engaged Teaching, The. . . . . . . . . . . . . . . . . . . .49 20 Literacy Strategies to Meet the Common Core . . . . . . . . . .8, 59 21st Century Learning in a Networked World . . . . . . . . . . . . . . .58 21st Century Readiness for Every Student . . . . . . . . . . . . . . . . . .58 21st Century Skills . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .34, 58 40 Reading Intervention Strategies for K–6 Students . . . . . . . . .61 100 Days to Leadership Impact . . . . . . . . . . . . . . . . . . . . . . . . . .40 A–B Adventure Education for the Classroom Community . . . . . . . . . .53 Ahead of the Curve . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .34, 44 Aligning School Districts as PLCs . . . . . . . . . . . . . . . . . . . . . . . . .18 Assertive Discipline® . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .72 As Tough as Necessary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .70 Backward Design . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .53 Balanced Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .43 Ball, The . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .40 Becoming an Authentic Learning Leader . . . . . . . . . . . . . . . . . . .15 Becoming a Reflective Teacher . . . . . . . . . . . . . . . . . . . . . . . . . . .50 Behave Yourself! . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .71 Beyond the RTI Pyramid . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .23 Boys in Poverty. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .66 Boys Will Be Boys, But What About Girls? . . . . . . . . . . . . . . . . . .73 Brainwork . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .40 Breaking the Poverty Barrier . . . . . . . . . . . . . . . . . . . . . . . . .30, 65 Breaking Through . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .34, 64 Bringing Innovation to School . . . . . . . . . . . . . . . . . . . . . . . . . . .56 Building a Culture of Hope . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .25 Building a Professional Learning Community at WorkTM. . . . . . . .13 Building Classroom Communities . . . . . . . . . . . . . . . . . . . . . . . .54 Bullying and Peer Harrassment . . . . . . . . . . . . . . . . . . . . . . . . . .73 C Change Wars . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .26, 35 Classroom Habitudes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .57 Classroom Management for Academic Success . . . . . . . . . . . . . .72 Closing the RTI Gap . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .22 Coaching Classroom Instruction. . . . . . . . . . . . . . . . . . . . . . . . . .50 Collaborative Action Research for Professional Learning Communities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .18 Collaborative Administrator, The . . . . . . . . . . . . . . . . . . . . . . . . .13 Collaborative Teacher Literacy Teams, K–6 . . . . . . . . . . . . . . . . . .61 Collaborative Teacher, The . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13 Collaborative Teams in Professional Learning Communities at WorkTM . . . . . . . . . . . . . . . . . . . . . . . . .13 Common Core English Language Arts in a PLC at WorkTM series . .6 Common Core Mathematics in a PLC at WorkTM series. . . . . . . . . .7 Common Formative Assessment . . . . . . . . . . . . . . . . . . . . . .13, 42 Common Language Assessment for English Learners . . . . . . . . .64 Communicating & Connecting With Social Media . . . . . . . . . . . .36 Conferencing and Reporting . . . . . . . . . . . . . . . . . . . . . . . . . . . .46 Connected Educator, The . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .55 Content, Then Process . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .44 Creating a Coaching Culture for Professional Learning Communities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .18 Creating a Digital-Rich Classroom . . . . . . . . . . . . . . . . . . . . . . . .57 Creating Physical & Emotional Security in Schools. . . . . . . . . . . .37 Creating Successful Inclusion Programs . . . . . . . . . . . . . . . . . . . .68 Critical Conversations in Co-Teaching . . . . . . . . . . . . . . . . . . . . .67 Cultures Built to Last . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11 D Data-Based Decision Making . . . . . . . . . . . . . . . . . . . . . . . . . . . .36 Data Dynamics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .27 Defensible Differentiation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .48 Delivering on the Promise . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .30 Designing & Teaching Learning Goals & Objectives . . . . . . . . . . .51 Developing Connective Leadership . . . . . . . . . . . . . . . . . . . . . . .39 Developing Expert Teachers . . . . . . . . . . . . . . . . . . . . . . . . . . . . .50 Differentiated Professional Development in a Professional Learning Community . . . . . . . . . . . . . . . . . . . . .18 Differentiation and the Brain . . . . . . . . . . . . . . . . . . . . . . . . . . . .48 Discipline With Dignity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .70 Discipline With Dignity for Challenging Youth . . . . . . . . . . . . . . .70 District Leadership That Works . . . . . . . . . . . . . . . . . . . . . . . . . . .33 E Effective Program Evaluation . . . . . . . . . . . . . . . . . . . . . . . . . . . .36 Elements of Grading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .44 Embedded Formative Asessment . . . . . . . . . . . . . . . . . . . . . . . . .41 Enriched Learning Projects . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .53 Every School, Every Team, Every Classroom . . . . . . . . . . . . . . . . .15

Indexes

F Five Big Ideas . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .39 Five Disciplines of PLC Leaders, The . . . . . . . . . . . . . . . . . . . . . . .15 Focused Instruction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .54 Forged, Not Forced . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .16 Formative Assessment & Standards-Based Grading . . . . . . . . . . .42 Four Keys to Effective Classroom and Behavior Management, The . . . . . . . . . . . . . . . . . . . . . . . . .71 From Rage to Hope . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .52 From Tired to Inspired . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .59 Future of Schooling, The . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .26 G–H Getting By or Getting Better . . . . . . . . . . . . . . . . . . . . . . . . . . . .29 Getting District Results . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .15 Getting Started . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .12 Global School, The . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .56 Got Data? Now What? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .27 Grading and Learning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .44 Handbook for SMART School Teams, The . . . . . . . . . . . . . . . . . . .26 Harbors of Hope . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .29 Head of the Class . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .54 Highly Engaged Classroom, The . . . . . . . . . . . . . . . . . . . . . . . . . .51 High-Performing School, The . . . . . . . . . . . . . . . . . . . . . . . . . . . .27 How RTI Works in Secondary Schools . . . . . . . . . . . . . . . . . . . . . .22 How to Interview, Hire, & Retain High-Quality New Teachers . . .36 How to Teach Thinking Skills Within the Common Core . . . . . . . . .8 I–L Implementing RTI With English Learners . . . . . . . . . . . . . . . .22, 64 Inclusion Strategies & Interventions. . . . . . . . . . . . . . . . . . . . . . .67 Intentional Leadership . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .40 Journey to Becoming a Professional Learning Community, The . .12 Kids Left Behind, The . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .30 Laughing Matters . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .54 Leader’s Companion, A . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .14 Leadership 180. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .39 Leadership in Professional Learning Communities at WorkTM . . . .14 Leadership’s Ten Commandments . . . . . . . . . . . . . . . . . . . . . . . .33 Leaders of Learning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .33 Leading a Learning Organization . . . . . . . . . . . . . . . . . . . . . . . . .32 Leading by Design . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .15 Leading Difficult Conversations . . . . . . . . . . . . . . . . . . . . . . . . . .14 Leading With Trust . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .39 Learning by Doing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .12 Learning CPR . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .20 Literacy 2.0 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .60 Literacy Look-Fors . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .61 M–P Making Classroom Assessment Work . . . . . . . . . . . . . . . . . . . . . .46 Making Homework Matter. . . . . . . . . . . . . . . . . . . . . . . . . . . . . .54 Making Math Accessible to Students With Special Needs . . . . . .68 Making Teamwork Meaningful . . . . . . . . . . . . . . . . . . . . . . . . . .11 Mind, Brain, & Education . . . . . . . . . . . . . . . . . . . . . . . . . . . .35, 48 Mobile Learning Devices . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .36 More Than a SMART Goal . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .25 MORE What Do I Do When . . . ? . . . . . . . . . . . . . . . . . . . . . . . . .71 Motivating Students. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .47 Motivating Students Who Don’t Care. . . . . . . . . . . . . . . . . . .52, 70 On Common Ground . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .14, 34 On Excellence in Teaching . . . . . . . . . . . . . . . . . . . . . . . . . . .35, 53 On Solid Ground . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .20 Passion and Persistence . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .14 Peak Performance Under Pressure . . . . . . . . . . . . . . . . . . . . . . . .40 Personal Learning Networks . . . . . . . . . . . . . . . . . . . . . . . . . . . .56 PLC at Work™ Cartoon Book, The . . . . . . . . . . . . . . . . . . . . . . . .16 PLC Toolkit, The . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .16 Power of Professional Learning Communities at WorkTM, The . . . .14 Power of SMART Goals, The . . . . . . . . . . . . . . . . . . . . . . . . . . . . .26 Power Struggles . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .70 Power Tools for Adolescent Literacy . . . . . . . . . . . . . . . . . . . . . . .60 Practical Look at Response to Intervention, A . . . . . . . . . . . . . . .20 Principal as Assessment Leader, The . . . . . . . . . . . . . . . . . . . . . . .45 Professional Learning Communities at WorkTM . . . . . . . . . . . . . . .12 Professional Learning Communities at WorkTM Plan Book . . . . . .74 Protocols for Professional Learning Conversations . . . . . . . . . . .18 Pyramid of Behavior Interventions . . . . . . . . . . . . . . . . . . . . .22, 69 Pyramid Response to Intervention . . . . . . . . . . . . . . . . . . . . . . . .20

Q–R Quality Assessment in High School . . . . . . . . . . . . . . . . . . . . . . .46 Raising the Bar and Closing the Gap . . . . . . . . . . . . . . . . . . . . . .13 Rebuilding the Foundation . . . . . . . . . . . . . . . . . . . . . . . . . . .35, 60 Reclaiming Youth at Risk . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .66 Record Book Plus . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .74 Redefining Fair . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .44, 47 Redefining the Norm . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .28 Revisiting Professional Learning Communities at WorkTM. . . . . . .12 Role of PLCs in Advancing 21st Century Skills, The. . . . . . . . . . . .16 Role of the Bystander, The . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .73 RTI & Differentiated Reading in the K–8 Classroom . . . . . . . . . . .23 RTI in Math . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .23 RTI in Middle and High Schools . . . . . . . . . . . . . . . . . . . . . . . . . .23 RTI in the Early Grades . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .19 S School Board Fieldbook, The . . . . . . . . . . . . . . . . . . . . . . . . . . . .39 School Improvement for the Next Generation . . . . . . . . . . . . . . .30 School Leader’s Guide to English Learners, The . . . . . . . . . . . . . .37 School Leader’s Guide to Grading, The . . . . . . . . . . . . . . . . . . . . .37 School Leader’s Guide to Professional Learning Communities at WorkTM, The. . . . . . . . . . . . . . . . . . . . . . . . . .15, 37 School Leader’s Guide to Special Education, The . . . . . . . . . . . . .37 School of Belonging Plan Book, The . . . . . . . . . . . . . . . . . . . . . . .74 Self-Assessment and Goal Setting . . . . . . . . . . . . . . . . . . . . . . . .46 Setting and Using Criteria . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .46 Shifting the Monkey . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .40 Simplifying Response to Intervention . . . . . . . . . . . . . . . . . . . . . .19 Standards-Based Reporting and Formative Assessment . . . . . . . .42 Strengthening the Connection Between School & Home . . . . . . .37 Succeeding With Difficult Students®. . . . . . . . . . . . . . . . . . . . . . .72 Succeeding With Difficult Students® Workbook . . . . . . . . . . . . . .72 Supervising the Art and Science of Teaching . . . . . . . . . . . . . . . .50 Supporting Differentiated Instruction . . . . . . . . . . . . . . . . . . . . . .49 T Teacher as Assessment Leader, The . . . . . . . . . . . . . . . . . . . . . . .45 Teacher’s Plan Books #1–7. . . . . . . . . . . . . . . . . . . . . . . . . . . . . .74 Teaching & Assessing 21st Century Skills . . . . . . . . . . . . . . . .51, 58 Teaching Boys in Poverty . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .65 Teaching Empathy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .54 Teaching for Diversity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .52 Teaching Our Children to Think . . . . . . . . . . . . . . . . . . . . . . . . . .53 Teaching Reading & Comprehension to English Learners, K–5 . . .63 Teaching Self-Control . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .71 Teaching Students to Read Like Detectives . . . . . . . . . . . . . . . . .60 Teaching the iGeneration . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .57 Think Big, Start Small . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .49 Through New Eyes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .16 Tiers Without Tears . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .20 Total Instructional Alignment . . . . . . . . . . . . . . . . . . . . . . . . . . . .28 Transforming School Culture . . . . . . . . . . . . . . . . . . . . . . . . . . . .32 Transforming Schools and Systems Using Assessment . . . . . . . . .46 Turning Your School Around . . . . . . . . . . . . . . . . . . . . . . . . . . . . .30 U–Z Understanding Response to Intervention . . . . . . . . . . . . . . . . . . .22 Using Common Core Standards to Enhance Classroom Instruction & Assessment . . . . . . . . . . . . . . . . . . . .5, 51 Using Formative Assessment in the RTI Framework . . . . . . . .23, 43 Vocabulary Games for the Classroom . . . . . . . . . . . . . . . . . . . . .51 What Do I Do When . . . ? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .71 What Effective Schools Do . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .30 What Principals Need to Know About Differentiated Instruction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .38 What Principals Need to Know About Teaching and Learning Mathematics . . . . . . . . . . . . . . . . . . . . . . . . . . . . .38 What Principals Need to Know About Teaching and Learning Reading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .38 What Principals Need to Know About Teaching and Learning Science . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .38 What Principals Need to Know About the Basics of Creating Brain-Compatible Classrooms . . . . . . . . . . . . . . . . . .38 When Actions Speak Louder Than Words . . . . . . . . . . . . . . . .68, 71 When Students Fail to Learn . . . . . . . . . . . . . . . . . . . . . . . . . . . .18 Who Owns the Learning?. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .55 Why Culture Counts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .52, 66 Why Social Media Matters . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .39 Will to Lead, the Skill to Teach, The . . . . . . . . . . . . . . . . . . . .28, 31 Working With Difficult & Resistant Staff . . . . . . . . . . . . . . . . . . .31 You’ve Got to Reach Them to Teach Them . . . . . . . . . . . . . . . . . .52

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