2013 Spring PD by Solution Tree

Solutions for Professional Development

Your success

is our success!

Hear from schools like Bluff Elementary that have partnered with us to drive lasting change.

Far-reaching results, every time At Solution Tree, we believe meaningful PD should impact your practice and enhance student performance—that’s at the heart of each service we offer. Our high expectations translate directly to the quality of our on-site consultation services,

Your needs

Your budget

Our PD account representatives learn what makes your

Small budgets don’t scare us, and neither do big ones.

school or district unique and partner you with a custom-

Whether you’re interested in a one-time speaking engagement

matched expert who will work with you to help your

or a start-to-finish blueprint for success, we’ll shape a one-of-

students achieve the greatest gains.

a-kind experience that works with your budget.

Your schedule

Your vision

You’ve got plenty of dates to juggle: the beginning and end

Our favorite part! When you tell us what you want for the

of the school year, deadlines for funding and spending, and

future of your school or district, we’ll create an integrated

the personal calendars of your staff members. Together,

system of solutions that will support that vision and keep

we’ll create a schedule that benefits everyone.

you moving steadily and successfully forward.

Consider us your direct line to student improvement! 888.763.9045

Solution Tree Professional Development team

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We’re at your service Our experts are trailblazers in the education field. Under their seasoned guidance, you’ll be inspired and empowered no matter where you are on your educational journey. You’ll also get a wealth of research-based strategies and techniques proven to influence learning.

Solution Tree Professional Development experts

Table of Contents

6 Common Core 12 Professional Learning Communities at Work™ 22 Response to Intervention 26 Assessment 30 Differentiated Instruction 32 English Learners 34 Literacy 36 Mathematics 38 21st Century Skills and Technology 40 Student Engagement 42 Classroom Management and Behavior 44 School Improvement 46 The Hulley Centre 48 Online Courses 51 Index

Put our PD to work for you We’ve had the privilege of working with thousands of schools and districts worldwide, and we’re sharing the takeaways with you. Here are just a few ways we can work together: Customized workshops: A client favorite, these hands-on workshops give you the freedom to hone in on the content area of your choice while providing maximum support and flexibility. Standard workshops: Ever attended one of our workshops and wished you could bring it back to the rest of your team? Now you can! Let our experts come to you. Keynotes: These 90-minute presentations give you and your team the chance to build shared knowledge, reunite your vision, and take a unified step closer to increased student achievement. Interactive web and video conferencing: Interactive, affordable, and relevant, you’ll get customized guidance from experts to accelerate your plans for staff enrichment. Comprehensive and sustainable plans: Assess team goals and target key challenges through integrated methods, including debriefings and high-touch interim support.

Take your PD from routine to remarkable! Partner with us today. 888.763.9045

Kristin Taylor PD account representative 4

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Success Story:

Bluff Elementary School

“Bluff Elementary serves a predominately Native American population. It proves that native students with a diversity of challenges can achieve and be successful.”

“Three years ago, Bluff Elementary School was identified as a School Improvement Grant (SIG) site, meaning it was among the lowest 15 percent of Utah’s Title I schools in academic performance and growth. During the first year of the SIG project, Bluff began a transformation process and implemented SMART goals with an action plan for improvement. Bluff Elementary partnered with Solution Tree to build teacher capacity with a PLC consultant who provides monthly professional development. The outcome has been a high teacher PLC knowledge base, resulting in focusing on student learning and achievement. “Despite the unique challenges it faces, Bluff Elementary has made significant growth in reading and math. Language arts scores increased 19 percent in 2010–2011 and 33 percent in 2011–2012, for a total increase of 52 percent over two years. Math scores increased 23 percent in 2010–2011 and 15 percent in 2011–2012, for a total gain of 38 percent. Teachers continually collaborate to ensure student learning, using assessment data to inform high-quality instruction.” —Barbara Silversmith, principal

Get the results you’ve been craving. 888.763.9045 5

Common Core

Think you’re ready to tackle the Common Core? Identify your goals, and find out where you stand today!

Can you be certain . . . ■ Your leaders know how to monitor and support the Common Core ■ Your resources align to the Common Core and you’re aware of any gaps

■ Your staff is trained to design assessments that meet the expectations of the Common Core ■ You’ve woven the eight criterion for mathematical practices into all content

■ You’ve incorporated a higher level of integrated thinking, demonstrated by rigor and relevance

Solution Tree’s premium PD comes in a variety of formats to give you maximum flexibility. Choose from highly customizable options, like interactive web and video conferencing, or arrange a keynoter to inspire your staff.

Common Core Experts

Thomasenia Lott Adams

Kay Burke

Scott Adamson Kim Bailey Bill Barnes Edna Bazik Diane J. Briars Judy Curran Buck John A. Carter Lisa Carter Dianne DeMille Juli K. Dixon John F. Eller

Douglas Fisher

Nancy Frey

Cassandra Erkens Francis (Skip) Fennell Robin J. Fogarty David Foster Linda Fulmore Mardi A. Gale Laura Godfrey Gayle Gregory Chris Jakicic Jessica Kanold-McIntyre

Timothy D. Kanold Beth McCord Kobett Angela LaBounty Matthew R. Larson Donna Simpson Leak Gretchen Muller Mari Muri Edward Nolan Kit Norris Meg Ormiston Geri Parscale

Laurie Robinson

Mary Kim Schreck

Brian M. Pete Randy Pippen Sue Pippen Connie Schrock Sarah Schuhl Jeanne Spiller John Staley Mona Toncheff Jonathan A. Wray Gwendolyn Zimmermann

Get the results you’ve been craving. 888.763.9045 6

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Common Core

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. Choose the pathways that make the most sense for your school or district, and begin the journey to transformative learning.

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 effective 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.

Learn more!

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888.763.9045 7

Common Core

Plan your first steps—and make them count Leading

Understanding

Transitioning

• Support a culture of professionalism and collaborative change.

• Gain a comprehensive overview of the CCSS.

• Identify the gap between current practices and the expectations of the CCSS.

in the Common Core

the Common Core

• Initiate standards-based instructional changes with faculty and staff. • Provide scaffolding, coaching, and feedback through PD, instructional rounds, and conferencing.

• Learn what distinguishes the CCSS from current state standards.

to the Common Core

• Unpack, repack, and bundle the CCSS into meaningful units of study.

• Outline and prioritize next steps for implementation.

• Power implementation with CCSS-aligned resources.

Common Core Experts

Kay Burke

John F. Eller

Geri Parscale

Laurie Robinson

Kim Bailey Lisa Carter Cassandra Erkens Douglas Fisher Robin J. Fogarty Nancy Frey Chris Jakicic Timothy D. Kanold Sharon V. Kramer Brian M. Pete Jeanne Spiller

Take your PD from routine to remarkable. 888.763.9045 8

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Common Core

Find top-notch guidance on core content Implementing

Common Core Mathematics Experts

the Common Core for Mathematics

Implementing

Timothy D. Kanold

Diane J. Briars

Thomasenia Lott Adams Scott Adamson Bill Barnes Edna Bazik Judy Curran Buck John A. Carter Dianne DeMille David Foster Linda Fulmore

Juli K. Dixon

Francis (Skip) Fennell

Mardi A. Gale Laura Godfrey Jessica Kanold-McIntyre Beth McCord Kobett Donna Simpson Leak Gretchen Muller Mari Muri Edward Nolan Kit Norris

Matthew R. Larson

Randy Pippen Sue Pippen Connie Schrock Sarah Schuhl John Staley Mona Toncheff Jonathan A. Wray Gwendolyn Zimmermann

Common Core English Language Arts Experts

the Common Core for English Language Arts

• Identify the conceptual shifts in the CCSS for English language arts.

Allyson J. Burnett

• Weave anchor standards and foundational skills into English language arts and other subjects. • Incorporate strategies that emphasize text complexity and close reading.

Diane Lapp

James W. Cunningham

Douglas Fisher

Nancy Frey

Martha Kaufeldt

Cassandra Erkens Robin J. Fogarty Gayle Gregory Sharon V. Kramer Brian M. Pete Laurie Robinson Mary Kim Schreck Jeanne Spiller

Consider us your direct line to student improvement! 888.763.9045 9

Common Core

Sharpen classroom practices, prioritize assessment Teaching

Common Core Experts

with rigor and relevance • Transform instructional practice by modeling and scaffolding 21st century skill development. • Design CCSS-aligned lessons that emphasize critical thinking.

Lisa Carter

Cassandra Erkens

Robin J. Fogarty

Brian M. Pete

• Implement performance assessments in the classroom.

Assessing

Common Core Experts

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.

Kim Bailey

Chris Jakicic

Jeanne Spiller

Nicole Vagle

Kay Burke Eileen Depka Cassandra Erkens Tom Hierck Sharon V. Kramer Beth Parrott Reynolds Laurie Robinson

Get the results you’ve been craving. 888.763.9045 10

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Meet Timothy D. Kanold “Early in my teaching career, I felt a deep need to make a greater impact on the educational community—well beyond my classroom walls. And that led me to serve as a director for mathematics and science, a school superintendent, and eventually a professional developer in the larger educational community.” What motivates you to make a difference in the field of education?

sustainable, and reasonable tools that make positive use of their

I knew I wanted to be a high school mathematics teacher when I

student learning.

time and energy and also have greater impact on improved

was 16 years old. I am sure that my primary strengths and purpose in life were to serve as a teacher and leader of young adults. The pursuit of great teaching and learning just fires me up!

Tell us about a challenge you tackled. Not surprisingly, because so much of my work is steeped in the

The motivation mostly comes from within—from a sense of

PLC at Work™ process, the development of highly intelligent social

urgency that refuses to accept anything less than an equitable

relationships is a cornerstone. The teacher team is the engine that

and accessible learning experience for every child. I suppose what

drives the PLC at Work™ process—and many adults initially resist

surprised me was how quickly I adapted my classroom teaching

the collaborative nature of sharing and working together.

skills with students to a leadership role with other adults.

Recently, I was in a school district in which the faculty was very resistant to doing the hard assessment work—common higher

What do you like best about helping educators implement the Common Core?

cognitive demand tasks and assessments with demonstration

Our participants—teachers, school leaders, administrators,

CCSS. One simple activity together dissolved the walls of resistance

coaches, district coordinators, and team leaders—all really care and

and began a new journey of sharing for those teachers. I asked

want to do the right thing. The question is, what is the right thing?

them how they knew if the scoring or grading of their assessments

I open many of my CCSS mathematics presentations with the song “Crazy Life!” by a country western artist named Phil Vassar. In the song, he sings, “You’re free to pick and choose . . . you’re either wrong or right, yeah, it’s a crazy life.” Our CCSS mathematics presentations help to bring focus, coherence, challenges, and affirmation to those “right” things as we present the research

of student reasoning—required to meet the expectations of the

was accurate and if they would trust one another enough to allow someone else on their team to grade their mathematics exams. And they began a deep discussion about how the lack of accuracy and inter-rater reliability was impairing fairness to their students’ work responses. They thanked me for helping them to make this a safe conversation.

and the practical implementation of the Common Core. I enjoy working with my colleagues to provide educators with practical,

Read his bio

Find out how Dr. Kanold can work with your team. 888.763.9045 11

Professional Learning Communities at Work™

Achieve more with your PLC Identify your goals, and figure out where you stand today!

Can you be certain . . .

■ Your PLC provides the guiding foundation for school improvement at every stage ■ Each member of your staff has committed to collective accountability

■ You’ve built collaborative teams that use SMART goals to continually improve practices ■ Collaborative culture in your school isn’t just about doing activities, but getting results ■ Your staff believes in practicing leadership at every level

PLC at Work™ Experts

Scott Carr

Charlie Coleman

Lillie G. Jessie

Tom Koenigsberger

Virginia Mahlke

Carolyn Carter Miller

Geri Parscale

Samuel Ritchie

Get the results you’ve been craving. 888.763.9045 12

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Professional Learning Communities at Work™

Leverage your PLC for sustainable results School improvement that’s completely doable Personally selected and trained by Richard DuFour, Robert Eaker, and Rebecca DuFour, our PLC at Work™ experts have the credibility you and your team are looking for—a combination of hands-on experience in schools and rigorous training in effective PD facilitation and delivery.

PLC at Work™ Experts

Richard DuFour

Rebecca DuFour

Robert Eaker

Kim Bailey

Austin Buffum

Cassandra Erkens

William M. Ferriter

Chris Jakicic

Janel Keating

Thomas W. Many

Mike Mattos

Anthony Muhammad

Nicholas Jay Myers

Eric Twadell

Alan Addley Jack Baldermann Michael Bayewitz Denny Berry Karen Branscombe Tim Brown Barbara Bushnell Brian Butler Scott Carr Barbara Cirigliano Daniel Cohan Charlie Coleman Luis F. Cruz Scott Cunningham J. Richard Dewey Paul Farmer

Heather Friziellie Hector Garcia Paul Goldberg Duane Graber Bill Hall Aaron Hansen Merrilou Harrison Mary Hendricks-Harris Susan Huff Joe Ianora Lillie G. Jessie Marc Johnson Brandon Jones Gayle Karhanek Dennis King Tom Koenigsberger

Sharon V. Kramer Greg Kushnir Virginia Mahlke Janet Malone Susan Sparks Many Sue McAdamis Carolyn Carter Miller Maria Nielsen Peter Noonan Cheryl O’Leary Tyrone Olverson Regina Owens Geri Parscale Steve Pearce Garrick Peterson Kevin Rafferty

Mary Ann Ranells Will Remmert Samuel Ritchie Laurie Robinson Ainsley B. Rose Clara Sale-Davis Julie Schmidt Sarah Schuhl Rich Smith Robert Sonju Jeanne Spiller Jamie Virga Mark Weichel Kenneth C. Williams Adam Young

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Professional Learning Communities at Work™

Troubleshooting PLC team building Many teachers and principals have found the regular use of protocols promotes higher levels of productivity in collaborative teams.

Advice from Thomas W. Many “There are a number of reasons why this is true, but here are a few ways that using protocols makes collaborative teams more productive: 1

Teams that use protocols to examine student work analyze assessment data faster and more accurately.

2 Teams that use protocols to explore their professional practice create a culture of continuous improvement. 3 Teams that use protocols to confront issues and concerns discover new and effective problem-solving tools. 4

Teams that use protocols to facilitate professional learning find they more thoroughly implement the latest research on best practice.”

Thomas W. Many, EdD, works with educators and stakeholders on organizational leadership and PLC at Work™ strategies and concepts.

PLC at Work™ Experts

Luis F. Cruz

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Paul Farmer

Merrilou Harrison

Regina Owens

Rich Smith

Success Story:

Middletown Public Schools

“Although our work has only just begun, we are confident that our PLC culture continues to clear the path for our journey.”

“Middletown Public Schools has always taken great pride in being ahead of the curve. Our standardsbased district is constantly aware of the most recent strategies and best practices in education. We embrace the PLC culture and use this as the conduit for all we do. “We’ve seen an increase in student achievement and a decrease in discipline referrals. Our high school scored highest in the state on writing assessment and among the best in reading and math. We also saw one of the biggest increases in student growth on our state science assessment. “Our PLC allows us to emphasize our collective strengths to collaborate at a time that we need each other the most. Our PLC supports us as we focus on results that will allow us to consistently set the right priorities. Finally, it requires that we do the most critical work each and every day, ensuring success for every student.” —Linda F. Savastano, assistant superintendent

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Professional Learning Communities at Work™

Troubleshooting advanced PLCs We know schools that have been functioning as PLCs for a few years now, but it appears they’re not any better off than they were before. They seemed so committed. What went wrong?

Advice from Eric Twadell “My first reaction when I hear that schools and leaders have been ‘doing PLCs’ is that there might be a misunderstanding of what a professional learning community is and isn’t. First and foremost, a PLC is not a specific thing, nor is it a particular meeting, or a team that meets on a regular basis. Becoming a professional learning community is a process in which we build coherence and clarity regarding our collective focus on collaboration, results, and learning. “Creating and sustaining schools as professional learning communities requires leaders to facilitate a culture of shared responsibility for collective work. Too many times school leaders take the ‘Get ‘er done’ approach in which we sacrifice shared understanding for task completion and Eric Twadell, PhD, superintendent of Adlai E. Stevenson High School

organizational efficiency. “Building a professional learning community requires leaders to resist the temptation to provide solutions and answers to the what (What do you want us to do?) and how (How should we do it?) questions and spend time developing shared understanding for why the work of becoming a professional learning community is important in the first place.”

PLC at Work™ Experts

Tim Brown

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Dennis King

Sharon V. Kramer

Susan Sparks Many

Peter Noonan

Laurie Robinson

Jamie Virga

Meet William M. Ferriter “Teaching has given me the opportunity

to make a difference in a way that no other profession provides—to matter in the lives of others—and that’s just plain rewarding.”

What motivates you to make a difference in the field of education?

What she’d overlooked was that the learning teams in our

The kids who walk through the door of my sixth-grade classroom

stand at different developmental points and are ready to tackle

each morning are my motivation. Their stories—their courage in

different collaborative tasks at different times. And just like the

the face of challenges, their willingness to stretch intellectually and

students in our classrooms, learning teams depend on leaders

socially, their natural curiosity and desire to question—inspire me.

who are willing to meet them where they are. Just because we

buildings are a lot like the students in our classrooms: they all

know that successful PLCs are engaged in an ongoing cycle of

What do you like best about helping educators with the PLC at Work™ process? I’m proud of the fact that I’m still a practicing member of a

inquiry around instruction doesn’t mean that every team can master those practices from day one.

and wrestle with the same challenges that most learning teams

What are some common misconceptions about PLCs?

struggle with—and while the work hasn’t always been easy, I’ve

The biggest challenge for many leaders in today’s high-stakes,

learned that collaboration can make our careers more rewarding

all-or-nothing world is remembering that the singular purpose

and that teams can take practical steps to make collective action

of PLCs is not to improve a building’s end-of-grade test scores.

more approachable. Being a PLC author and presenter, and

Sure, preparing students for standardized tests matters, but

my firsthand knowledge of the core behaviors of efficient and

the moral purpose behind our work as educators requires us to

effective learning teams, helps me to share that message with

think broadly about what students really need to know and be

other teachers.

able to do in order to succeed in an increasingly connected and

professional learning team. Every week, I meet with my peers

constantly changing world.

Tell us about a challenge you tackled.

It’s only when we encourage and empower teams to collectively

My proudest moment as a consultant came earlier this year. An

study the skills that will be important to students long after

instructional coach called, frustrated that her learning teams

they’ve left our schools that our learning communities will make

weren’t all ready and willing to tackle the kinds of collaborative

a lasting difference.

tasks that she knew formed the foundation of successful PLCs.

Read his bio

Find out how William can work with your team. 888.763.9045 17

Success Story:

Eastridge Elementary School

Eastridge won our (re)defining Excellence Award and received $10,000 for outstanding school improvement.

“My first impressions of Eastridge Elementary School (in Texas) were grim. The district’s 95 percent poverty rate and its demographic of nearly 75 percent English language learners, 260 of whom are refugees, further complicated things. Even though the district fostered the concepts of PLC, teachers retreated into classrooms. “After attending a PLC at Work™ conference, I recruited Solution Tree experts to provide leadership for team discussions. On our journey to become a PLC, Eastridge developed a five-year plan that focused on everything from the quality of classroom instruction to unpacking the TEKS and developing common formative assessments. We didn’t have to wait long to see results. Between 2011 and 2012, the first-grade reading level rose 63 percent. We outscored the cluster and district in fifth-grade reading on state assessments. Our campus experienced dramatic results including up to 16 percent improvement rates in African American reading and math, economically disadvantaged reading, and English as a second language math and reading. “Weekly visitors ask me how they can reach Eastridge’s level of sophistication on their own campuses. I explain, ‘It’s all PLC!’ Cooperation between grade levels has been transformed. Teachers no longer blame the previous teacher, and instead bubble with success stories; staff and students commit to collaborative culture while challenging each other to learn at their greatest capacity.” —Genie Baca, principal

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Professional Learning Communities at Work™

PLC at Work™ Overview A full-day, big-picture view of the PLC at Work™ process

Discover what the PLC at Work™ process will look like for you and your team. Led by a trained PLC at Work™ expert, you and your team will gain a comprehensive understanding of the defining principles of a PLC and the four critical questions that every PLC must address. Leave the training knowing how to work collaboratively to implement this powerful process. The PLC Toolkit is included (see page 20).

“The information in this overview was just challenging enough to create excitement and healthy anxiety about this PLC journey we have begun together.” —Kathy Rother, associate head of school, Salpointe Catholic High School, Arizona

Take your PD from routine to remarkable. 888.763.9045

Architects of PLC at Work™ Richard DuFour, Rebecca DuFour, and Robert Eaker

Professional Learning Communities at Work™

PLC at Work™ Coaching Academy Impact sustainable change in your school

Designed to accommodate up to 150 participants from a single district, the academy builds strong distributed leadership. Participating schools each send a team of five, including the principal and four teacher leaders, to learn through a trainthe-trainer model. This package of consulting and professional development engagements occurs over nine to twelve months. The academy is facilitated by one or more PLC at Work™ master coaches and includes three two-day on-site sessions, with targeted action occurring between sessions, along with a robust selection of resources.

Is the PLC at Work™ Coaching Academy right for your school? The PLC at Work™ Coaching Academy requires a demonstrably strong commitment to the PLC process. It is most appropriate for a school or district that has already embraced PLCs as a way of conducting its work and has made distinct progress on the PLC journey. After completing the coaching academy, your school or district will have developed a team of its own PLC leaders who will continue to act as agents of change. Structured to train teacher teams to lead the PLC at Work™ process in their building, each session ends with an actionplanning period and subsequent sessions begin with time to reflect on the challenges and successes that occurred during the interim period.

The PLC Toolkit is included with the coaching academy.

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Professional Learning Communities at Work™

PLC at Work™ Progress Report Fuel improvement, gauge progress

Get to the heart of school improvement. You’ll assess your school’s development with the help of an expert facilitation team that will analyze your current practices and share improvement strategies.

The progress report includes: ■ An online perception survey that gauges staff response to current PLC practices ■ Definitive data indicating where your PLC practices align with research ■ A final report that celebrates progress and details next steps on your PLC journey ■ Commendations and recommendations ■ Resources to support ongoing monitoring of your PLC practices

PLC at Work™ Experts

Barbara Bushnell

Merrilou Harrison

Lillie G. Jessie

Nicholas Jay Myers

Samuel Ritchie

Jamie Virga

Tom Koenigsberger

Virginia Mahlke

Carolyn Carter Miller

Schedule your progress report today! 888.763.9045 21

Response to Intervention

Ready to tackle RTI? Identify your goals, and figure out where you stand today!

Can you be certain . . . ■ You have a systemic response in place when students aren’t learning ■ Your staff understands how to prioritize what’s essential ■ You know how to shift your response when students are struggling ■ The schedule you’ve created is meeting your students’ needs ■ You have the right resources to address specific learning needs

RESPONSE TO INTERVENTION Experts

William N. Bender

Kerry Bollman

Daniel Cohan

Darlene Crane

Eileen Depka

Sara Johnson

Consider us your direct line to student improvement! Call 888.763.9045

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Holly Windram

Response to Intervention

RTI at Work™ Timely, targeted, systematic interventions

How do you intervene when students fall behind? Authors Austin Buffum, Mike Mattos, and Chris Weber’s deep experience with PLC at Work™ helped them create a response to intervention model built on the same principle of shared responsibility for student learning. The RTI at Work™ model provides students with preventative support from the beginning and, at its foundation, holds that core instruction and shared staff responsibility are essential for student learning.

RTI at Work™ Experts

Austin Buffum

Mike Mattos

Chris Weber

Kim Bailey

Paul Goldberg

Dennis King

Greg Kushnir

Geri Parscale

Laurie Robinson

Rich Rodriguez

Julie Schmidt

Robert Sonju

Tim Brown Daniel Cohan Brandon Jones

Janet Malone Thomas W. Many Paula Rogers

Response to Intervention

RTI at Work™ Coaching Academy A powerful and progressive learning experience Looking for districtwide implementation of an RTI model? The RTI at Work™ Coaching Academy will help your schools form leadership teams to act as informed agents of change. This package of consulting and professional development engagements occurs over nine to twelve months and includes three two-day on-site sessions, with targeted action occurring between. Each session addresses both academics and behavior and provides considerations for district leadership. In-depth group sessions, an online course, and interactive web conferences combine to make this a dynamic experience.

The academy creates leaders who advocate four essential guiding principles: 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.

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.

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.

Certain access is a systematic process that guarantees every student will receive the time and support needed to learn at high levels.

RTI at Work™ Experts

Austin Buffum

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Mike Mattos

Chris Weber

Meet Mike Mattos “Providing solutions that support not

only students, but also the honorable professionals who serve them, is my favorite part of my work.”

What motivates you to make a difference in the field of education?

is impossible to achieve alone. The good news is when a school

My efforts as an educator are motivated by a debt that I must

the needs of every student, this goal becomes possible.

pay forward. My grandfather was raised in a house made of

works collectively, collaboratively, and systematically to support

cardboard walls and had to drop out of school to help his family

Tell us about a challenge you tackled.

make ends meet. As a farmer who never owned the land he

One of the success stories I am most proud of is my work

worked, he encouraged me to go to school. To achieve this goal,

to support the educators of a small, rural district that serves

my parents sacrificed to support my education, allowing me to

an extremely at-risk student population characterized by

become our family’s first college graduate. Yet, for all my family’s

generational poverty. Driven by a mission to ensure that all their

hopes and dreams for me, it took more than their support to

students succeed, they began implementing the proven practices

achieve in school—it took outstanding educators who believed in

of Pyramid Response to Intervention and RTI at Work. Due to

my potential and taught me the academic skills and knowledge

effective leadership, courageous educators, and some strategic

I needed to succeed.

staff development, every school in this district is currently

Education unlocked doors of opportunity for me that were closed

recognized as an exemplary school.

to my grandfather. Every child deserves to possess this key.

What do you like best about helping educators implement RTI? My favorite thing about helping educators implement PLCs and RTI is when they realize that building systems of support is not just good for their students, but also good for them. I served as a classroom teacher for over half of my tenure in education, so I have great empathy for the demands placed on educators. Across this nation, we are overwhelming teachers by asking them to almost single-handedly meet the individual needs of every student assigned to their class. No matter how well trained the teacher, or how much additional time he or she is willing to

What are some common misconceptions about RTI? By far, the most common misconception of RTI is that it is just a new way to qualify struggling students for special education. Such an approach reduces RTI to a protocol-driven process that buries teachers in paperwork and fails to meet the individual needs of students. RTI’s underlying premise is that schools should not delay providing help for struggling students until they fall far enough behind to qualify for special education, but instead should provide timely, targeted, systematic interventions to all students who demonstrate the need. When schools embrace this approach, they can unleash the true power of RTI.

spend at school on behalf of his or her students, this demand

Read his bio

Find out how Mike can work with your team. 888.763.9045 25

Assessment

Great assessment should deliver great results Define or refine your assessment practice with us

Ensure you have sustainable assessment practices in place from the beginning. Leverage our collection of premium assessment services to create a system of common formative assessments powered by targeted feedback that motivates student learning. Our Assessment Practices Progress Report provides direct insight into your existing assessment practices and practical steps for moving your school or district forward. Team up with our experts to identify and set central learning goals reinforced by a framework of collaboration and reporting.

Assessment Experts

Kim Bailey

Damian Cooper

Anne Davies

Eileen Depka

Cassandra Erkens

Dennis King

Beth Parrott Reynolds

Ainsley B. Rose

Sarah Schuhl

Dylan Wiliam

Karen Branscombe Susan M. Brookhart Kay Burke Margo Gottlieb Merrilou Harrison Sandra Herbst Tom Hierck Sandi Kitts Sharon V. Kramer Angie LaBounty Virginia Mahlke Janet Malone Maria Nielsen Ken Oâ&#x20AC;&#x2122;Connor Jeffry Overlie Douglas B. Reeves Samuel Ritchie Laurie Robinson Jeanne Spiller Nicole Vagle Gerry Varty

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Assessment

Troubleshooting assessment design Collaborative teams who have written, administered, and scored common formative assessments often get data back and aren’t sure what to do next. How should the data they’ve gathered guide their corrective instruction?

Advice from Chris Jakicic “Data collected by learning target for each student are easily used to plan effective responses by collaborative teams.

Avoid the three most common mistakes in designing common formative assessments by: 1

Unwrapping or unpacking the standards into learning targets that are much more focused and writing assessment items around these learning targets

2 Keeping your common formative assessments short and frequent, focusing on a small number of learning targets at a time 3 Writing questions that require students to show their thinking and reasoning at the level you used when teaching” Chris Jakicic, EdD, author, consultant, and former principal

Assessment Experts

Kay Burke

Sharon V. Kramer

Ken O’Connor

Assessment

Assessment Practices Progress Report Hone in on meaningful assessment practices

The Assessment Practices Progress Report provides an unbiased evaluation of your school or district. Get direct insight into your existing practices, and learn practical steps for moving forward. Youâ&#x20AC;&#x2122;ll have the opportunity to balance your perceptions against a thorough evaluation conducted by an outside expert.

Four major areas that impact assessment Using a combination of on-site observation and data examination, the Assessment Practices Progress Report gives a comprehensive look at the four major areas that impact assessment in a school:

Assessment policies and accountability system

Evidence of balanced assessment

Data-driven instruction

Student involvement

Assessment Experts

Tom Hierck

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Chris Jakicic

Nicole Vagle

Meet Kay Burke â&#x20AC;&#x153;I love seeing the excitement of teachers when they work in teams to create engaging performance tasks. They recognize the importance of using performance assessments to assess studentsâ&#x20AC;&#x2122; ability to apply their knowledge and skills to real-life problems they will face throughout their lives.â&#x20AC;? What motivates you to make a difference in the field of education?

Tell us about a challenge you tackled.

One of the advantages of being in the field of education for

able to create an electronic database of performance task units

almost 43 years is that I have received training from outstanding

created by teams of teachers and shared throughout the district.

authors and presenters on the best practices in education. The

These districts also work in teams to create some common

most rewarding aspect of my professional career is when I hear

assessments that all teachers use to collect data that they analyze

how much the students not only valued their performance

in order to meet the needs of all students.

assessments but also improved their academic achievement.

The beauty of so many states working with the CCSS is that

When teachers see the efficacy of their work, they are energized

teachers in every school will be able to access curriculum and

and want to continue the process.

assessment examples from teachers throughout the country.

What do you like best about helping educators with assessment?

What are some common misconceptions about assessment?

I am excited about the CCSS and the emphasis on performance-

When we use the word assessment, many people think of teacher-

based learning and problem solving. Assessment drives

made tests and standardized tests, and some assume that it is

instruction and now we can teach to tests that promote the

boring. I have always believed that assessment can be really fun if

types of critical-thinking skills and levels of deep understanding

teachers approach it correctly. Creating motivating performance

that students need to be successful in school and careers.

tasks that present students with current problems that affect their

One of the most positive outcomes of adopting the CCSS is

lives and allowing them to choose a variety of differentiated group

the proposed assessments that will, hopefully, drive instruction.

projects that include technology energizes teachers and students.

The Partnership for Assessment Readiness for College and

These projects can be fun and rigorous and correlated to the

Careers and the Smarter Balanced Assessment Consortium have

CCSS. Assessment is no longer an afterthought in teaching. All

proposed test items that will focus on questions that require

teaching begins and ends with the standards, and teachers need

students to complete performance tasks that target reading and

to determine what students should be able to know and do before

writing skills, analysis, evaluation, and other critical problem

they write their curriculum or plan their instructional strategies.

Several of the districts with whom I have worked have been

solving. These new assessments will change the way teachers need to teach to prepare students not only for the tests, but also for college and careers.

Read her bio

Find out how Dr. Burke can work with your team. 888.763.9045 29

Differentiated Instruction

Keep learning fresh and challenging Identify your goals, and figure out where you stand today!

Can you be certain . . . ■ Your staff can lead and manage differentiated classrooms ■ You’re differentiating for readiness, interest, and learning profiles ■ Your instructional practices engage, empower, and motivate students

■ Your assessment and differentiation methods for mixed-ability classes maximize learning for all students

Differentiated Instruction EXPERTS

William N. Bender Douglas Fisher Nancy Frey William Kist Sharon V. Kramer

Carolyn Chapman

Robin J. Fogarty

Gayle Gregory

Martha Kaufeldt

David A. Sousa

Carol Ann Tomlinson

Brian M. Pete Laurie Robinson Carol Rothenberg Laura Waller

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888.763.9045

Meet Martha Kaufeldt “Creative differentiated strategies can make learning

come alive. When students are making choices, building projects, using technology, creating visuals, and working collaboratively with others, teachers can see them become engaged in learning.”

What motivates you to make a difference in the field of education?

With so many mandates and top-down directives, teachers are

I love learning and want to inspire a love of learning in my

in their classrooms immediately. When teachers differentiate

students and in other educators! I believe that many of the

instruction, they see immediate results and don’t need to wait

most basic tenets of natural learning are being neglected in our

for a test to indicate achievement is happening. The evidence of

classrooms. Outdoor experiences, building projects, collaborative

powerful learning is obvious.

group work, imaginative play, visual and performing arts,

Our classrooms are filled with diverse students with mixed

movement, and maintaining emotional health and well-being are

abilities. Teachers need strategies for how to help learning

being nudged out of many students’ school experiences.

happen for a very wide range of skills and readiness levels.

I am a strong advocate for project- and place-based curriculum,

The biggest misconception about differentiated instruction is

the integration of social skills, and opportunities to develop

that it is primarily designed to help only struggling students. But

emotional health. These aspects are vital to the development

differentiated instruction needs to be used to teach skills and

of a well-rounded individual and may in fact be a key to the

concepts to all students so that everyone is successfully learning.

sustainability of our civilized world. I want to help create an educational system that develops the whole child to become an engaged citizen in an active democracy and make contributions to build a healthy, sustainable world.

What do you like best about helping educators with differentiated instruction? Differentiating instruction is what great teachers have always done. Teachers know that students learn differently and understand that they must vary instruction. Even when they are tired, frustrated, and overworked, dedicated teachers are still receptive to instructional strategy suggestions that can help hook

relieved to get practical, useful strategies that will help them

I distinguish between “daily differentiation” and “targeted differentiation.” ■ Daily differentiation: Teachers plan for a variety of learners and provide multiple tasks for learning new concepts and skills every day. ■ Targeted differentiation: Teachers orchestrate strategies for specific students (or small groups of students) to more uniquely address their needs. Some educators still think that differentiated instruction is a program or a specific model of teaching. It is really the creative day-to-day decisions that good teachers must make to assure success in the classroom for all students.

their students and improve learning.

Read her bio

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English Learners

Address critical gaps in the classroom Reach English learners faster

Can you be certain . . . ■ English learners are showing the improvement you expect ■ You are differentiating instruction for language learners ■ You can quickly develop English learners’ vocabulary

■ Your staff understand the cultural differences that make high levels of learning challenging ■ Your school encourages community and parental involvement

English Learners Experts

Margarita Calderón

Margo Gottlieb

Carol Rothenberg

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Meet Margarita Calderón “When we observe teachers for purposes of coaching, we ask their administrators and coaches to shadow us. . . . That creates a community of caring learners and sustains the momentum for quality implementation.” What motivates you to make a difference in the field of education?

Tell us about a challenge you tackled.

The EL population in schools is growing exponentially, and

school(s) in a district—those are always tough to tackle initially!

teachers and administrators want to know how to address their

However, as the year progresses, they begin to see improvement

academic needs. As a language minority myself, I have devoted

in their students, and that creates the motivation to work harder

my teaching and research to the notion of succeeding in a

on the changes that are necessary.

second language.

All students need larger academic vocabularies, discourse, better

My team of associates and I like to take on the lowest performing

reading comprehension strategies, and formal writing techniques.

What do you like best about helping educators with English language learning?

Our professional development provides these skills through our institutes and the follow-up coaching we provide on-site.

My favorite thing about being an EL presenter is that I get instructional strategies and school structures that work for ELs

What are some common misconceptions about English language learning?

and all students—particularly struggling readers.

There is this horrible myth out there that it takes seven to ten

The strategies I share have been tested in a variety of settings,

years for ELs to learn English! On the contrary, researchers find

with the diversity of ELs and general education students. The

that it takes one to three years when all teachers are prepared

Carnegie Corporation of New York and the US Department of

to teach academic language, reading, and writing to ELs. The

Education have funded my research for the purpose of testing

academic language strategies also help other students do better

and finding what really works across K–12 contexts for students

in reading comprehension and writing, particularly when it comes

and to set in motion a professional development program for

to close reading and the types of writing the Common Core

general education teachers who have ELs.

Standards are now requiring.

to share with teachers and administrators evidence-based

Read her bio

Find out how Dr. Calderón can work with your team. 888.763.9045 33

Literacy

Powerful strategies to fuel literacy instruction Identify your goals, and figure out where you stand today!

Can you be certain . . .

■ You understand how to measure text complexity for fiction and informational text ■ Your students use evidence to demonstrate their comprehension of texts and to read closely in order to make evidence-based claims ■ Your students can write logically and clearly ■ Your instruction includes modeling, and you are keeping students engaged

Allyson J. Burnett

Sharroky Hollie

James W. Cunningham

Diane Lapp

Patricia M. Cunningham

Jan Rozzelle

Douglas Fisher

Carol Scearce

Nancy Frey

Margarita Calderón Elaine K. McEwan-Adkins Timothy V. Rasinski Laurie Robinson Carol Rothenberg William S. Roulston Mary Kim Schreck Laura Waller

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Meet Timothy V. Rasinski “Fluency is the bridge to comprehension. All fluency instruction should be aimed at improving comprehension and joyful in its implementation.”

What motivates you to make a difference in the field of education?

their curriculum and their test data and develop a plan of

I know the importance of literacy for all people. I also know

I am then involved in providing in-service professional

that many children struggle to become fully literate. My work

development for teachers in order to implement the literacy plan.

as a teacher and college professor has been aimed particularly

In one recent example of this work in a county school district,

at helping all students, but especially those who struggle, at

over 90 percent of students who had previously not passed

becoming proficient in reading and writing.

the state reading examination passed it after a two-month

To that end I have been involved in the Kent State reading clinic

intervention using the instructional methods and interventions

(Camp Read-A-Lot) for the past 20-plus years. Through methods

we had developed.

interventions that are aimed at improving literacy.

of instruction that we have developed, students in our clinic make remarkable gains in their reading achievement and in their love of reading. This, to me, is making a difference.

What are some common misconceptions about literacy? My area of expertise is reading fluency. Given the way that

What do you like best about helping educators with literacy?

reading fluency has been assessed, some get the idea that

I love meeting and talking with teachers and principals and

fluency instruction is then aimed at having students learn to read

learning what they are doing to make a difference in students’

fast. The result of this approach is students who read fast but

lives, what problems they are encountering, and how they work

have poor comprehension and little enjoyment of reading.

to overcome those problems. I cannot think of a higher calling—

Since a significant number of students who struggle in reading

being in their company is a privilege and honor.

experience difficulty in fluency, we can make remarkable progress

reading fluency is nothing more than reading fast and that

in improving students’ literacy proficiency when we move away

Tell us about a challenge you tackled.

from NASCAR reading to reading fluency instruction that is authentic and engaging.

I have worked with several schools and districts that have experienced difficulty in having students pass their state’s elementary grade reading assessments. Together we examine

Read his bio

Find out how Dr. Rasinski can work with your team. 888.763.9045 35

Mathematics

Challenging every learner, every day Identify your goals, and figure out where you stand today!

Can you be certain . . . ■ Your students are engaging the conceptual development tasks of the CCSS ■ Your students can master the procedural fluency tasks of the CCSS ■ Your student assessments are aligned to PARCC or SBAC expectations

■ Your students can demonstrate increased proficiency for the CCSS Mathematical Practices ■ Your current materials and resources are aligned to the CCSS ■ Your students are motivated and inspired by the CCSS content for learning

Timothy D. Kanold Scott Adamson Bill Barnes Edna Bazik Judy Curran Buck John A. Carter Dianne DeMille David Foster

Thomasenia Lott Adams

Diane J. Briars

Linda Fulmore Mardi A. Gale Laura Godfrey Jessica Kanold-McIntyre Beth McCord Kobett Donna Simpson Leak

Juli K. Dixon Gretchen Muller Mari Muri Edward Nolan Kit Norris Randy Pippen Sue Pippen

Francis (Skip) Fennell

Matthew R. Larson

Connie Schrock Sarah Schuhl John Staley Mona Toncheff Jonathan A. Wray Gwendolyn Zimmermann

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Meet Juli K. Dixon “I am a better teacher now than I was when I was younger. I have grown and evolved. I use my growth and experience to encourage others in their efforts to teach all students.” What motivates you to make a difference in the field of education?

mathematics knowledge for the grades they taught that was new

So many adults say, “I’m no good at math” or “I don’t like

and were experiencing stress regarding their students’ and their

math.” These negative feelings are counterproductive and

own abilities to succeed.

harmful to future generations of adults—the students we teach

In addition, teachers needed to embrace norms and classroom

in schools now. My goal is to help educators break this cycle.

practices reflected in the standards that supported active student

I am motivated by the idea that I might facilitate this by helping

engagement. The school created collaborative teams that were

teachers to teach mathematics for understanding and by

directly accountable for student outcomes. While this proved

supporting their efforts to provide students with opportunities to

challenging, the school made great gains in student achievement.

to them—teachers were anxious regarding the new expectations

engage with meaningful mathematics.

What do you like best about helping educators with mathematics? I enjoy creating cognitive dissonance for the participants so that they are pushed to reflect on their understanding of the content they teach, their current teaching practices, and the practices of those they support. My favorite moment in presenting is when I see participants shift their paradigms regarding their content

What are some common misconceptions about mathematics? One of the more common misconceptions is the idea that the best way to help students succeed is to focus primarily on drilling basic facts and practicing skills. When all instructional focus is devoted to drill, students don’t develop strategies that generalize to other areas. One link to information is overemphasized leaving other potential links in the brain untapped.

knowledge for teaching mathematics or their teaching practices

Instead we need to help students develop strategies based on

in their efforts to regain balance and resolve their cognitive

properties of mathematics like the distributive and commutative

dissonance. They make good use of their aha moments.

properties. Practice is still important, but practice should incorporate an emphasis on strategies. In this way, students have access to

Tell us about a challenge you tackled.

their facts through more than one connection while simultaneously building knowledge that will be useful in higher-level mathematics.

I supported a school’s transition to new state standards in mathematics. The teachers needed to make sense of a depth of

Read her bio

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21st Century Skills and Technology

Meet 21st century learners where they are Identify your goals, and figure out where you stand today!

Can you be certain . . . ■ You’re teaching students to become innovative and entrepreneurial

■ Social media and technology are being incorporated into teaching and learning ■ Your staff understands the importance of collaborative technologies ■ Your school is global, and you’re developing global citizens

■ Technology in your school is leveling the playing field, not creating bigger gaps

James A. Bellanca

Richard A. DeLorenzo

William M. Ferriter

William Kist

Angela Maiers Suzie Boss Adam Garry Alex Gonzalez Rob Mancabelli Regina Owens Jason T. Ramsden

Sheryl Meg Nussbaum-Beach Ormiston

Will Richardson

Kipp D. Rogers

Eric C. Sheninger

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Meet Suzie Boss “When students have right-sized experiences and the support they need, they can develop their capacity as creative, critical thinkers who are ready to tackle whatever challenges lie ahead. It takes deliberate effort to make that happen.” What motivates you to make a difference in the field of education?

Tell us about a challenge you tackled.

When I visit schools that are doing the hard work of reinventing

teachers came together for two days of hard thinking about

education for the needs of today’s learners, I always try to spend

shifting to project-based, technology-rich learning. At the end

time talking with students. When you hear students describe the

of the first day, I did a quick check-in. There was some head

real-world challenges they are tackling, or share the feedback

scratching. But the next morning, one of the more resistant

they’ve received from their blog posts or videos, or tell you about

teachers couldn’t wait to describe the project idea she’d had on

the peers or experts they have connected with from around the

her way home the previous evening. It was as if a switch had

world, you know they’ve had learning experiences that will stick

been flipped. In that district, the project approach has continued

with them for the long term.

to thrive.

What do you like best about helping educators with 21st century skills and technology?

What are some common misconceptions about 21st century skills?

When I’m working with educators, I encourage an environment

of knowing how to collaborate, think critically, use technology

where everyone’s a learner—including me. By celebrating the

effectively, or solve problems creatively. What gets tricky is

wisdom in the room and then building on that together, we

figuring out how to help students grow into these skills while

create a setting where good ideas can travel from teacher

also mastering important academic content. It doesn’t happen

to teacher.

automatically. If we expect students to become innovative thinkers

I try to design experiences that give educators time to explore,

who see themselves as global citizens, we need to help them

play with tech tools that are new to them, take risks, think

develop a new set of skills.

I recall one large, fairly traditional district where a group of

In the abstract, few people would argue with the importance

critically, collaborate with their colleagues—all the things we want students to do in a 21st century classroom.

Read her bio

Find out how Suzie can work with your team. 888.763.9045 39

Student Engagement

Inspire confidence in your students Identify your goals, and figure out where you stand today!

Can you be certain . . . ■ You can answer why students need to know the material ■ The environment feels safe and joyful for learners ■ Students are empowered and have ownership of their learning ■ Your staff understand how relationships and engagement work together ■ Your feedback is timely and helps learners to persevere

Student Engagement Experts

Carolyn Chapman

Mary Kim Schreck

Nicole Vagle

Kenneth C. Williams

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Meet Mary Kim Schreck “Sometimes I begin presentations or workshops with the comment that I’m here for someone—that there is something I have to offer that will be important to an attendee, or something they will say that will be important for me to learn from. Later I get little anonymous notes saying, ‘You were here for me!’ Now that’s cool.” What motivates you to make a difference in the field of education?

Tell us about a challenge you tackled.

Two things: the fact that I can and the fact that the field of

always stem from certain mind-sets that need to be questioned.

education has been a world teeming with possibility, challenge,

The first such mind-set is just who needs to take on the

creative potential, and above all, fun—a virtual playground of

responsibility of engaging students and then what that looks like.

intellectual challenge and emotional richness.

The challenges with teachers concerning student engagement

If teachers feel that the students are the reason there is no

My mother instilled in me a belief in my own ability to impact

engagement going on in the classroom and that they can’t

my surroundings—in our house, trying to be like others was a

change things before the students change first, then we have a

crime and exploring your own interests and passions was a virtue.

problem. My work is to empower teachers to see themselves as

Empowerment was based on self-esteem, and that was one of

the agents of engagement in their classrooms.

my most profound lessons.

What do you like best about helping educators with student engagement?

What are some common misconceptions about student engagement? When students complain they’re bored in the classroom, they are

My favorite aspect of being a presenter focusing on student

often complaining about a lack of challenge. A good challenging

engagement is making sure that the medium of the presentation,

assignment, one that students feel they are equipped and able

not simply its content, serves as the focus of study. So my

to accomplish, is fun. The opposite of a fun class isn’t a serious

workshops and presentations must be engaging or I’m a fraud!

class, it’s a boring class. Students want relevance, purpose, and

Another truly enjoyable aspect of presenting on student

meaning in what they are learning.

engagement is the fact that I have 36 years of full-time teaching under my belt, and I can relate quickly and authentically to those I am working with. I am aware that there is no such thing as student engagement unless there is teacher engagement first.

Read her bio

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Classroom Management and Behavior

Maximize learning, minimize distraction Identify your goals, and figure out where you stand today!

Can you be certain . . .

■ Policies are clear and staff and students know what’s acceptable and what isn’t

■ Teachers know what can be handled in the classroom and what needs to be taken to the office ■ You understand your students and understand when culture comes into play

■ A pyramid of behavior interventions has been created and staff understand how behavior and academics work together ■ Students take responsibility for their own behavior

Lee Canter Georgia Edwards Brian D. Mendler Carolyn Reedon

Tom Castellano

Charlie Coleman

Tom Hierck

Allen N. Mendler

Ambrose Panico

Chris Weber

Janet Robinson Vic Schneidman Kenneth C. Williams

Consider us your direct line to student improvement! 888.763.9045 42

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Meet Kenneth C. Williams “Any school that includes ‘learning for all students’ as part of its core purpose must establish a powerful collaborative culture. When schools tap into the power of collaboration, their collective efficacy improves.” What motivates you to make a difference in the field of education?

I also enjoy helping schools become proactive when it comes

What motivates me more than anything else is the fact that that

environment that serves as the foundation for learning. This is

evidence is so clear regarding what it takes to ensure high levels

where I help schools establish physical and emotional security

of learning for all students. From getting clear on the school we

though the development of schoolwide behavior expectations

want to become, to ensuring physical and emotional security, to

and protocols that empower students, promote consistency, and

identifying collective commitments, to systematically responding

set both staff and students up for success.

when students don’t learn. A powerful caring learning

to creating powerful, caring learning communities. This is an

schools and districts put these elements in place consistently and

What are some common misconceptions about classroom management?

pervasively has become my passion, my life’s work, and makes

Schools that have challenges with student behavior often believe

me excited about getting out of bed every day.

their first course of action should be focusing on improved

community has these as its nonnegotiable elements. Helping

There’s something exponentially powerful about the collective. More than the talents of any individual, I’ve learned as a practitioner that collective genius is an unstoppable force. I enjoy helping teams understand the exponential power of effective collaboration. There’s nothing more powerful than when everything staff does is aligned with their core purpose.

What do you like best about helping educators with classroom management? I love combining equal parts heart, hammer, and humor in delivering the content. The “heart” speaks to your cause for action. The “hammer” speaks to your course of action, and the

behavior first, and then on instruction. In other words, we’ll “fix” the discipline problem first, and then focus on academic rigor and results. What’s missing from this approach is the fact that classroom management and instruction have a symbiotic relationship. Elements of the classroom environment, instructional practice, and student engagement also have to be considered when addressing classroom management. Another misconception is that classroom management is about command and control. Classroom management is really about community and consistency—and creating an environment rife with consistency and predictability where students are empowered and encouraged to invest in their learning.

“humor” speaks to your humility while taking action. I use this formula as the lens through which I deliver content.

Read his bio

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School Improvement

Reinforce positive school culture Identify your goals, and figure out where you stand today!

Can you be certain . . .

■ Your staff knows how to create the foundation of a healthy culture with shared mission, vision, values, and goals

■ You have a plan for resisters and know how to deal with those who haven’t embraced the vision ■ Your staff will do whatever it takes to do what’s right for the students and the school ■ Your staff is focused on reaching goals and moving forward

■ The data you are reviewing are meaningful and guide school improvement efforts

Robert D. Barr

Luis F. Cruz

John F. Eller

Sheila A. Eller

Carlos Johnson

Jane A. G. Kise

Ricardo LeBlanc-Esparza

David A. Levine

Alexander McNeece

Anthony Muhammad

Casey Reason

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Meet Ricardo LeBlanc-Esparza â&#x20AC;&#x153;Our students deserve the best education possible to ensure not only their well-being, but also the well-being of their families and community. I will continue to work toward the goal of ensuring that all students have an equal opportunity to achieve their academic and social potential.â&#x20AC;? What motivates you to make a difference in the field of education?

Tell us about a challenge you tackled.

Having lived in poverty as a child has helped shape my beliefs

working together. I worked with staff to establish a mentorship

about how important education is in freeing people from the

program where students were assigned to educators on a 1 to 20

shackles of poverty. I have been fortunate to have 29 years of

ratio. They used a common curriculum with a common mission

experience working in schools of poverty and have witnessed

to change the attitudes of teachers and students to improve the

schools move from being in school improvement to gaining

climate and culture of the school.

A school was struggling because students and staff were not

national recognition based on academic achievement.

the common cause of academic achievement inspires me to

What are some common misconceptions about school improvement?

continue the work of being an educator. I have a feeling of

Sometimes educators want to find one answer or program

obligation to all the students, parents, educators, and researchers

that will improve their school. School improvement needs to be

who have helped me gain the knowledge and experience needed

strategically done based on researched and experience-proven

to do the hard work of turning around schools of poverty.

practices such as schools being relevant, rigorous, and working

Seeing students, parents, and educators work together toward

toward establishing relationships with all stakeholders.

What do you like best about helping educators with school improvement? I like being able to share strategies that work based on research and experience. I enjoy seeing educators get excited about the possibilities they see for their schools based on the information they have learned.

Read his bio

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the Hulley Centre

An accomplished educator and staff developer, Wayne Hulley has helped implement effective school practices in every Canadian province and territory and in more than 40 US states. His site-based planning model is used in more than 1,200 schools across North America to improve learning outcomes for students, increase teacher satisfaction, and build community support to nurture that commitment. Now, Wayne has partnered with Solution Tree to create the Hulley Centre: a new endeavor that will give you access to his school improvement expertise. Through this partnership, Wayne is available to speak at your school or district only by contacting Solution Tree. His Planning for School and Student Success Process (PSSSP) will work for your school, too.

Why typical school improvement plans fail These flaws often lead to little or no improvement, frustrated staff, and lowered team morale. The PSSSP eliminates these obstacles from the beginning—so that moving forward results in change that lasts.

Lack of alignment and commitment of leadership at the state/provincial, district, and school levels

Low staff commitment—and failure to understand the impact of change on staff

Failure to create a clear and compelling vision

Ineffective use of data as the basis for planning

Failure to create and maintain a collaborative culture

Failure to create clear goals that will direct staff planning, implementation, and progress monitoring

Implementing strategies—if any—that have little potential to change outcomes

Failure to celebrate successes and to monitor and adjust the process based on ongoing formative assessment

Get the results you’ve been craving. Call 888.763.9045

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the Hulley Centre

The Planning for School and Student Success Process Sustainable improvement versus pockets of excellence

The Hulley Centre offers everything from one-day overviews to ongoing customized support to guide school improvement. You can also choose your own PD adventure by selecting a train-the-trainer workshop with a focus specific to your school’s or district’s needs.

Why PSSSP works At the core of school improvement is dedication and commitment. The research-based strategies that underscore each step of this model lay the groundwork for getting results that last. PSSSP works because it:

Requires commitment from leadership first

Wins real teacher commitment—from hearts as well as minds

Creates shared values, vision, and purpose

Collects critical evidence and disaggregates it to build staff ownership

Makes collaborative teams the vehicle for change

Leverages data-driven “SMARTER Heart” goals to guide actions

Delivers high-yield strategies to use in planning

Offers planned milestone opportunities to reflect, adjust, and celebrate

The Hulley Centre Experts

Wayne Hulley

Karen Branscombe

Tom Hierck

François Massé

Ainsley B. Rose

Online Courses

Online courses go hand in hand with on-site PD Unparalleled flexibility, maximum learning

Here are three easy ways to integrate on-site PD with an online course: 1 Check out our dynamic range of keynote presenters at solution-tree.com, and schedule one to kick off your online course. 2

Book an on-site workshop for key team members, and have them report back to their teams on how to implement the material youâ&#x20AC;&#x2122;re learning in your online course.

Have the whole team attend an on-site workshop after taking an online course. Youâ&#x20AC;&#x2122;ll be able to continue the momentum by discussing your own unique, site-based implementation challenges and asking the presenters in-depth questions.

Ask how we can tailor a district version of any course to create a collaborative experience aligned with your unique district or school goals.

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Online Courses

Topic Area

Presenter(s)

Course Title

21st Century Skills and Technology

William M. Ferriter Adam Garry

Using Web 2.0 in Teaching and Instruction

21st Century Skills and Technology

James A. Bellanca

21st Century Skills

Assessment

Tammy Heflebower Robert J. Marzano

Formative Assessment and Standards-Based Grading

Assessment

Kristine Nielsen Douglas B. Reeves

Grading: A Guide to Effective Practice

Assessment, Common Core

Kay Burke

Assessment and the Common Core State Standards

Common Core, Mathematics

Diane J. Briars Timothy D. Kanold

Common Core State Standards in Mathematics, Grades 3–8

English Learners

Margarita Calderón

Teaching Reading and Comprehension to English Learners, Grades K–5

Instruction

Robert J. Marzano Debra J. Pickering

Motivating and Engaging Students

Instruction

Robert J. Marzano

Becoming a Reflective Teacher

Instruction

David A. Sousa Carol Ann Tomlinson

Differentiation and the Brain

Leadership

Anthony Muhammad

Transforming School Culture

Literacy

Elaine K. McEwan-Adkins

Elementary Reading Intervention Strategies, Grades K–6

PLC at Work™

Rebecca DuFour Richard DuFour

Creating a Professional Learning Community at Work™

RTI

Austin Buffum Mike Mattos Chris Weber

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

Youth at Risk

Jim Littlejohn Ruby K. Payne

Teaching Boys in Poverty

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What are the costs?

Costs vary by expert, and travel and accommodation expenses are often included in the price. Our team will work with you to create a sustainable, affordable PD plan.

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How can I learn about an expert before I decide?

Visit our website for more information about topics and experts and to view clips of our experts in action—or call us!

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Will I be able to contact the expert before my PD date(s)?

Absolutely! After the contracting process is complete, you will be put in touch with your expert to plan for your PD date(s).

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What can my staff do to prepare?

Our team can help with that! We are happy to recommend relevant books, videos, webinars, and other resources that will help your team prepare for your PD date(s). You can also ask your expert for suggestions.

We can help you build a comprehensive plan! Find your director of educational partnerships online at solution-tree.com/directors or call 812.961.4622.

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Expert Index A Adamson, Scott . . . . . . . . . . . . . . . . . . . . . 6, 9, 36 Adams, Thomasenia Lott . . . . . . . . . . . . . . . 6, 9, 36 Addley, Alan . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13 B Bailey, Kim . . . . . . . . . . . . . . . . 6, 8, 10, 13, 23, 26 Baldermann, Jack . . . . . . . . . . . . . . . . . . . . . . . . 13 Barnes, Bill . . . . . . . . . . . . . . . . . . . . . . . . . 6, 9, 36 Barr, Robert D. . . . . . . . . . . . . . . . . . . . . . . . . . . 44 Bayewitz, Mike . . . . . . . . . . . . . . . . . . . . . . . . . . 13 Bazik, Edna . . . . . . . . . . . . . . . . . . . . . . . . . 6, 9, 36 Bellanca, James A. . . . . . . . . . . . . . . . . . . . . 38, 49 Bender, William N. . . . . . . . . . . . . . . . . . . . . 22, 30 Berry, Denny . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13 Bollman, Kerry . . . . . . . . . . . . . . . . . . . . . . . . . . 22 Boss, Suzie . . . . . . . . . . . . . . . . . . . . . . . . . . 38, 39 Branscombe, Karen . . . . . . . . . . . . . . . . . 13, 26, 47 Briars, Diane J. . . . . . . . . . . . . . . . . . . . 6, 9, 36, 49 Brookhart, Susan M. . . . . . . . . . . . . . . . . . . . . . . 26 Brown, Tim . . . . . . . . . . . . . . . . . . . . . . . 13, 16, 23 Buck, Judy Curran . . . . . . . . . . . . . . . . . . . . 6, 9, 36 Buffum, Austin . . . . . . . . . . . . . . . . . 13, 23, 24, 49 Burke, Kay . . . . . . . . . . . . . 6, 8, 10, 26, 27, 29, 49 Burnett, Allyson J. . . . . . . . . . . . . . . . . . . . . . . 9, 34 Bushnell, Barbara . . . . . . . . . . . . . . . . . . . . . 13, 21 Butler, Brian . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13 C Calderón, Margarita . . . . . . . . . . . . . 32, 33, 34, 49 Canter, Lee . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42 Carr, Scott . . . . . . . . . . . . . . . . . . . . . . . . . . 12, 13 Carter, John A. . . . . . . . . . . . . . . . . . . . . . . 6, 9, 36 Carter, Lisa . . . . . . . . . . . . . . . . . . . . . . . . . 6, 8, 10 Castellano, Tom . . . . . . . . . . . . . . . . . . . . . . . . . 42 Chapman, Carolyn . . . . . . . . . . . . . . . . . . . . 30, 40 Cirigliano, Barbara . . . . . . . . . . . . . . . . . . . . . . . 13 Cohan, Daniel . . . . . . . . . . . . . . . . . . . . . 13, 22, 23 Coleman, Charlie . . . . . . . . . . . . . . . . . . 12, 13, 42 Cooper, Damian . . . . . . . . . . . . . . . . . . . . . . . . . 26 Crane, Darlene . . . . . . . . . . . . . . . . . . . . . . . . . . 22 Cruz, Luis F. . . . . . . . . . . . . . . . . . . . . . . 13, 14, 44 Cunningham, James W. . . . . . . . . . . . . . . . . . 9, 34 Cunningham, Patricia M. . . . . . . . . . . . . . . . . . . 34 Cunningham, Scott . . . . . . . . . . . . . . . . . . . . . . . 13 D Davies, Anne . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26 DeLorenzo, Richard A. . . . . . . . . . . . . . . . . . . . . . 38 DeMille, Dianne . . . . . . . . . . . . . . . . . . . . . 6, 9, 36 Depka, Eileen . . . . . . . . . . . . . . . . . . . . . 10, 22, 26 Dewey, J. Richard . . . . . . . . . . . . . . . . . . . . . . . . 13 Dixon, Juli K. . . . . . . . . . . . . . . . . . . . . . 6, 9, 36, 37 DuFour, Rebecca . . . . . . . . . . . . . . . . . . . 13, 19, 49 DuFour, Richard . . . . . . . . . . . . . . . . . . . 13, 19, 49 E Eaker, Robert . . . . . . . . . . . . . . . . . . . . . 13, 19, 49 Edwards, Georgia . . . . . . . . . . . . . . . . . . . . . . . . 42 Eller, John F. . . . . . . . . . . . . . . . . . . . . . . . . 6, 8, 44 Eller, Sheila A. . . . . . . . . . . . . . . . . . . . . . . . . . . . 44 Erkens, Cassandra . . . . . . . . . . . . 6, 8, 9, 10, 13, 26 F Farmer, Paul . . . . . . . . . . . . . . . . . . . . . . . . . 13, 14 Fennell, Francis (Skip) . . . . . . . . . . . . . . . . . 6, 9, 36 Ferriter, William M. . . . . . . . . . . . . . . 13, 17, 38, 49 Fisher, Douglas . . . . . . . . . . . . . . . . . 6, 8, 9, 30, 34 Fogarty, Robin J. . . . . . . . . . . . . . . . . 6, 8, 9, 10, 30 Foster, David . . . . . . . . . . . . . . . . . . . . . . . . 6, 9, 36 Frey, Nancy . . . . . . . . . . . . . . . . . . . . 6, 8, 9, 30, 34 Friziellie, Heather . . . . . . . . . . . . . . . . . . . . . . . . 13 Fulmore, Linda . . . . . . . . . . . . . . . . . . . . . . 6, 9, 36 G Gale, Mardi A. . . . . . . . . . . . . . . . . . . . . . . 6, 9, 36 Garcia, Hector . . . . . . . . . . . . . . . . . . . . . . . . . . . 13 Garry, Adam . . . . . . . . . . . . . . . . . . . . . . . . . 38, 49 Godfrey, Laura . . . . . . . . . . . . . . . . . . . . . . 6, 9, 36 Goldberg, Paul . . . . . . . . . . . . . . . . . . . . . . . 13, 23 Gonzalez, Alex . . . . . . . . . . . . . . . . . . . . . . . . . . 38

Gottlieb, Margo . . . . . . . . . . . . . . . . . . . . . . 26, 32 Graber, Duane . . . . . . . . . . . . . . . . . . . . . . . . . . 13 Gregory, Gayle . . . . . . . . . . . . . . . . . . . . . . 6, 9, 30 H Hall, Bill . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13 Hansen, Aaron . . . . . . . . . . . . . . . . . . . . . . . . . . 13 Harrison, Merrilou . . . . . . . . . . . . . . . 13, 14, 21, 26 Heflebower, Tammy . . . . . . . . . . . . . . . . . . . . . . 49 Hendricks-Harris, Mary . . . . . . . . . . . . . . . . . . . . 13 Herbst, Sandra . . . . . . . . . . . . . . . . . . . . . . . . . . 26 Hierck, Tom . . . . . . . . . . . . . . . . . 10, 26, 28, 42, 47 Hollie, Sharroky . . . . . . . . . . . . . . . . . . . . . . . . . . 34 Huff, Susan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13 Hulley, Wayne . . . . . . . . . . . . . . . . . . . . . . . . . . 47 I Ianora, Joe . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

O O’Connor, Ken . . . . . . . . . . . . . . . . . . . . . . . 26, 27 O’Leary, Cheryl . . . . . . . . . . . . . . . . . . . . . . . . . . 13 Olverson, Tyrone . . . . . . . . . . . . . . . . . . . . . . . . . 13 Ormiston, Meg . . . . . . . . . . . . . . . . . . . . . . . . 6, 38 Overlie, Jeffry . . . . . . . . . . . . . . . . . . . . . . . . . . . 26 Owens, Regina . . . . . . . . . . . . . . . . . . . . 13, 14, 38 P Panico, Ambrose . . . . . . . . . . . . . . . . . . . . . . . . . 42 Parscale, Geri . . . . . . . . . . . . . . . . . 6, 8, 12, 13, 23 Payne, Ruby K. . . . . . . . . . . . . . . . . . . . . . . . . . . 49 Pearce, Steve . . . . . . . . . . . . . . . . . . . . . . . . . . . 13 Pete, Brian M. . . . . . . . . . . . . . . . . . . 6, 8, 9, 10, 30 Peterson, Garrick . . . . . . . . . . . . . . . . . . . . . . . . 13 Pickering, Debra J. . . . . . . . . . . . . . . . . . . . . . . . 49 Pippen, Randy . . . . . . . . . . . . . . . . . . . . . . . 6, 9, 36 Pippen, Sue . . . . . . . . . . . . . . . . . . . . . . . . . 6, 9, 36

Jakicic, Chris . . . . . . . . . . . . . . . 6, 8, 10, 13, 27, 28 Jessie, Lillie G. . . . . . . . . . . . . . . . . . . . . . 12, 13, 21 Johnson, Carlos . . . . . . . . . . . . . . . . . . . . . . . . . 44 Johnson, Marc . . . . . . . . . . . . . . . . . . . . . . . . . . 13 Johnson, Sara . . . . . . . . . . . . . . . . . . . . . . . . . . . 22 Jones, Brandon . . . . . . . . . . . . . . . . . . . . . . . 13, 23

Rafferty, Kevin . . . . . . . . . . . . . . . . . . . . . . . . . . . 13 Ramsden, Jason T. . . . . . . . . . . . . . . . . . . . . . . . . 38 Ranells, Mary Ann . . . . . . . . . . . . . . . . . . . . . . . . 13 Rasinski, Timothy V. . . . . . . . . . . . . . . . . . . . 34, 35 Reason, Casey . . . . . . . . . . . . . . . . . . . . . . . . . . 44 Reedon, Carolyn . . . . . . . . . . . . . . . . . . . . . . . . . 42 Reeves, Douglas B. . . . . . . . . . . . . . . . . . . . . 26, 49 Remmert, Will . . . . . . . . . . . . . . . . . . . . . . . . . . . 13 Reynolds, Beth Parrott . . . . . . . . . . . . . . . . . . 10, 26 Richardson, Will . . . . . . . . . . . . . . . . . . . . . . . . . 38 Ritchie, Samuel . . . . . . . . . . . . . . . . . 12, 13, 21, 26 Robinson, Janet . . . . . . . . . . . . . . . . . . . . . . . . . 42 Robinson, Laurie . 6, 8, 9, 10, 13, 16, 23, 26, 30, 34 Rodriguez, Rich . . . . . . . . . . . . . . . . . . . . . . . . . 23 Rogers, Kipp D. . . . . . . . . . . . . . . . . . . . . . . . . . . 38 Rogers, Paula . . . . . . . . . . . . . . . . . . . . . . . . . . . 23 Rose, Ainsley B. . . . . . . . . . . . . . . . . . . . . 13, 26, 47 Rothenberg, Carol . . . . . . . . . . . . . . . . . 30, 32, 34 Roulston, William S. . . . . . . . . . . . . . . . . . . . . . . 34 Rozzelle, Jan . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34

K Kanold-McIntyre, Jessica . . . . . . . . . . . . . . . 6, 9, 36 Kanold, Timothy D. . . . . . . . . . . . 6, 8, 9, 11, 36, 49 Karhanek, Gayle . . . . . . . . . . . . . . . . . . . . . . . . . 13 Kaufeldt, Martha . . . . . . . . . . . . . . . . . . . 9, 30, 31 Keating, Janel . . . . . . . . . . . . . . . . . . . . . . . . . . . 13 King, Dennis . . . . . . . . . . . . . . . . . . . 13, 16, 23, 26 Kise, Jane A. G. . . . . . . . . . . . . . . . . . . . . . . . . . . 44 Kist, William . . . . . . . . . . . . . . . . . . . . . . . . . 30, 38 Kitts, Sandi . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26 Kobett, Beth McCord . . . . . . . . . . . . . . . . . 6, 9, 36 Koenigsberger, Tom . . . . . . . . . . . . . . . . 12, 13, 21 Kramer, Sharon V. . . . . . 8, 9, 10, 13, 16, 26, 27, 30 Kushnir, Greg . . . . . . . . . . . . . . . . . . . . . . . . 13, 23 L LaBounty, Angela . . . . . . . . . . . . . . . . . . . . . . 6, 26 Lapp, Diane . . . . . . . . . . . . . . . . . . . . . . . . . . 9, 34 Larson, Matthew R. . . . . . . . . . . . . . . . . . . . 6, 9, 36 Leak, Donna Simpson . . . . . . . . . . . . . . . . . 6, 9, 36 LeBlanc-Esparza, Ricardo . . . . . . . . . . . . . . . . 44, 45 Levine, David A. . . . . . . . . . . . . . . . . . . . . . . . . . 44 Littlejohn, Jim . . . . . . . . . . . . . . . . . . . . . . . . . . . 49 M Mahlke, Virginia . . . . . . . . . . . . . . . . 12, 13, 21, 26 Maiers, Angela . . . . . . . . . . . . . . . . . . . . . . . . . . 38 Malone, Janet . . . . . . . . . . . . . . . . . . . . . 13, 23, 26 Mancabelli, Rob . . . . . . . . . . . . . . . . . . . . . . . . . 38 Many, Susan Sparks . . . . . . . . . . . . . . . . . . . 13, 16 Many, Thomas W. . . . . . . . . . . . . . . . . . . 13, 14, 23 Marzano, Robert J. . . . . . . . . . . . . . . . . . . . . . . . 49 Massé, François . . . . . . . . . . . . . . . . . . . . . . . . . . 47 Mattos, Mike . . . . . . . . . . . . . . . 13, 23, 24, 25, 49 McAdamis, Sue . . . . . . . . . . . . . . . . . . . . . . . . . . 13 McEwan-Adkins, Elaine K. . . . . . . . . . . . . . . . 34, 49 McNeece, Alexander . . . . . . . . . . . . . . . . . . . . . . 44 Mendler, Allen N. . . . . . . . . . . . . . . . . . . . . . . . . 42 Mendler, Brian D. . . . . . . . . . . . . . . . . . . . . . . . . 42 Miller, Carolyn Carter . . . . . . . . . . . . . . . 12, 13, 21 Muhammad, Anthony . . . . . . . . . . . . . . . 13, 44, 49 Muller, Gretchen . . . . . . . . . . . . . . . . . . . . . 6, 9, 36 Muri, Mari . . . . . . . . . . . . . . . . . . . . . . . . . 6, 9, 36 Myers, Nicholas Jay . . . . . . . . . . . . . . . . . . . . 13, 21 N Nielsen, Kristine . . . . . . . . . . . . . . . . . . . . . . . . . 49 Nielsen, Maria . . . . . . . . . . . . . . . . . . . . . . . . 13, 26 Nolan, Edward . . . . . . . . . . . . . . . . . . . . . . 6, 9, 36 Noonan, Peter . . . . . . . . . . . . . . . . . . . . . . . . 13, 16 Norris, Kit . . . . . . . . . . . . . . . . . . . . . . . . . . 6, 9, 36 Nussbaum-Beach, Sheryl . . . . . . . . . . . . . . . . . . 38

S Sale-Davis, Clara . . . . . . . . . . . . . . . . . . . . . . . . . 13 Scearce, Carol . . . . . . . . . . . . . . . . . . . . . . . . . . . 34 Schmidt, Julie . . . . . . . . . . . . . . . . . . . . . . . . 13, 23 Schneidman, Vic . . . . . . . . . . . . . . . . . . . . . . . . . 42 Schreck, Mary Kim . . . . . . . . . . . . . 6, 9, 34, 40, 41 Schrock, Connie . . . . . . . . . . . . . . . . . . . . . 6, 9, 36 Schuhl, Sarah . . . . . . . . . . . . . . . . . 6, 9, 13, 26, 36 Sheninger, Eric C. . . . . . . . . . . . . . . . . . . . . . . . . 38 Smith, Rich . . . . . . . . . . . . . . . . . . . . . . . . . . 13, 14 Sonju, Robert . . . . . . . . . . . . . . . . . . . . . . . . 13, 23 Sousa, David A. . . . . . . . . . . . . . . . . . . . . . . . 30, 49 Spiller, Jeanne . . . . . . . . . . . . . . . 6, 8, 9, 10, 13, 26 Staley, John . . . . . . . . . . . . . . . . . . . . . . . . . 6, 9, 36 T Tomlinson, Carol Ann . . . . . . . . . . . . . . . . . . 30, 49 Toncheff, Mona . . . . . . . . . . . . . . . . . . . . . 6, 9, 36 Twadell, Eric . . . . . . . . . . . . . . . . . . . . . . . . . 13, 16 V Vagle, Nicole . . . . . . . . . . . . . . . . . . . 10, 26, 28, 40 Varty, Gerry . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26 Virga, Jamie . . . . . . . . . . . . . . . . . . . . . . 13, 16, 21 W Waller, Laura . . . . . . . . . . . . . . . . . . . . . . . . . 30, 34 Weber, Chris . . . . . . . . . . . . . . . . . . . 23, 24, 42, 49 Weichel, Mark . . . . . . . . . . . . . . . . . . . . . . . . . . 13 Wiliam, Dylan . . . . . . . . . . . . . . . . . . . . . . . . . . . 26 Williams, Kenneth C. . . . . . . . . . . . . 13, 40, 42, 43 Windram, Holly . . . . . . . . . . . . . . . . . . . . . . . . . . 22 Wray, Jonathan A. . . . . . . . . . . . . . . . . . . . . 6, 9, 36 Y Young, Adam . . . . . . . . . . . . . . . . . . . . . . . . . . .

Z Zimmermann, Gwendolyn . . . . . . . . . . . . . .

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