Spring On-Site PD 2014 by Solution Tree

Solutions for

PROFESSIONAL DEVELOPMENT

SPRING 2014

Far-reaching results, every time Hone your educational practices while reaching new heights of student learning! Solution Tree authors and experts invite you to explore the best of content-rich, research-based professional development. And they’ve handcrafted the packages featured on these pages just for you.

Your vision

Your schedule

Tell us what you want for the future of your

You’ve got plenty of dates to juggle: the

school or district and we’ll match you with an

beginning and end of the school year, deadlines

expert who will help keep you moving steadily

for funding and spending, and the personal

and successfully toward your goals.

calendars of your staff members. Together, we’ll create a schedule that benefits everyone.

Your budget Small budgets don’t scare us, and neither do

Your resources

big ones. Whether you’re interested in a one-

Increasing student achievement doesn’t have to

time speaking engagement or a start-to-finish

mean starting over with new staff and programs.

blueprint for success, we’ll shape a one-of-a-

We can help you strengthen the resources you

kind experience that works with your budget.

have to improve instructional practices and enrich learning.

STAY CONNECTED

Join the conversation! Tell your stories, share your ideas, and connect with fellow educators on the topics you care about the most.

PD workshop attendees Pictured on cover: (top left) PD workshop attendee, (bottom left) PLC at Work™ Associate Paul Farmer, (right) Author Timothy D. Kanold with a PD workshop attendee

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Achieve your strategic plan As school and district educators, you have a lot on your plate. We’re here to give you the support you need to overcome challenges and to realize your vision for student achievement. On the following pages, you’ll discover a variety of ways we can work together. Book a workshop to enjoy a full day of thought-provoking PD, or consider one of our packages for multiple days of engagement. Looking to work with us long term? A districtwide solution could be the perfect fit. No matter which direction you choose, our experts will be with you every step of the way.

Features 9 Common Core Coaching Academy 16 District Solutions for Mathematics 26 PLC at Work™ Virtual Coaching 30 District Solutions for PLC at Work™

Contents 6 Common Core 22

52 Literacy 54

21st Century Skills & Technology

34 RTI at Work™

Student Engagement

40 Leadership

60 Classroom Management & Behavior

PLC at Work™

School Culture

School Improvement

44 Assessment

64 Online Courses

66 The Hulley Centre

Differentiated Instruction

50 English Learners

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67 Expert Index

HOW TO BOOK

PROFESSIONAL DEVELOPMENT

in 6 simple steps

Identify your needs.

We’ve started an initiative, but now we’re struggling and not getting the results we want.

We have a limited amount of PD dollars and want to use them wisely to deepen the impact.

We hear about things like RTI, Common Core, and PLC. How do we make sure they all work together?

We need to finetune the process of our unique efforts to enhance student achievement.

Start the conversation.

 Go online to browse by topic, choose a package, watch presenter videos, and view presentation titles. When you’re ready to get started, fill out the PD request form at solution-tree.com/OnsitePD

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ter Presentise exper

Don’t have time to review your options online? Let us do the work for you! Call one of our reps at 888.763.9045 to discuss the topic and type of presenter you’re looking for.

Want to sit down and talk this all through with someone? Need help creating a comprehensive plan to meet your needs? Let us come to you! Visit solution-tree.com/Director to learn more.

Find your perfect match. Your needs

Our PD representatives help you find the right expert, matching your specific needs with the strengths and background knowledge of the perfect presenter.

When you work with a Solution Tree presenter, you’re getting the best in the business. Collaborate with your expert to stay on track with your PD goals.

Solution Tree Presenters

ter Presen ths g n e r st

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Make it official!

July 6

19 26

18 25

Plan for success.

 A typical workshop lasts six to seven hours, including time for lunch and breaks.

How far in advance should I book my PD? We book dates as far in advance as two years and as close as two weeks before. When creating a long-term plan, it’s important to start your planning process as early as possible.

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After you and your rep have found the perfect match, work with us to develop a long- or short-term contract that ensures deep learning for your staff.

After your day is contracted, work directly with your presenter to prepare.

  Share a list of your staff’s questions and concerns.

Tailor your professional learning experience to address specific issues your school is experiencing.

Share your experience! Your feedback is extremely valuable to us and ensures that we make the perfect match every time.

“That was the best PD day I have experienced in 40 years of teaching.”

We’ll provide you with tools to collect staff feedback, to share the results, and to discuss what worked.

—David Raterink, teacher, Hudsonville High School, Michigan

Get started today!

“I learned several things I could take back to my school and start working on with my team. I’m not sure I’ve ever been able to say that about a workshop.” —Patricia Leatherman, teacher, Washington Elementary School, Oregon

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Common Core

Challenges you’re facing

• Gaining the know-how to monitor and support the Common Core

• Aligning resources to the Common Core and filling any gaps

• Training your staff to design assessments that meet the expectations of the Common Core

• Weaving the eight criteria for mathematical practices into all content

• Incorporating a higher level of integrated thinking

• Increasing rigor and relevance in every classroom

• Integrating the literacy anchor standards and mathematical practices into all academic disciplines

It was so great to see the curriculum lined up in K–12 math and language arts. The conversations and decisions that came out of the articulation process were beneficial and will help us move forward to align our curriculum.” —Jolynne Dobson, principal, Countryside Elementary School, Michigan

PD workshop attendees

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Here’s how we can help We’ve partnered with the most respected experts in the nation to ensure you have the capacity and know-how to embed the CCSS throughout your practice. These expert practitioners have developed research-based implementation strategies, targeted instruction, and best assessment practices to ensure successful mathematics and English

COMMON CORE

language arts learning in every classroom.

Common Core Experts

Kim Bailey

James W. Cunningham

Patricia M. Cunningham

Douglas Fisher

Nancy Frey

Maria C. Grant

Gayle Gregory

Chris Jakicic

Timothy D. Kanold

Diane Lapp

LeAnn Nickelsen

Carol Rothenberg

Jeanne Spiller

Cheryl Zintgraff Tibbals

Additional Experts Thomasenia Lott Adams Bill Barnes Diane J. Briars Judy Curran Buck Austin Buffum Kay Burke Allyson J. Burnett John A. Carter Lisa Carter Dianne DeMille

Eileen Depka Juli K. Dixon John F. Eller Cassandra Erkens Francis (Skip) Fennell Robin J. Fogarty Heather Friziellie Linda Fulmore Mardi A. Gale Laura Godfrey

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Aaron Hansen Tom Hierck Lee Ann Jung Jessica Kanold-McIntyre Martha Kaufeldt William Kist Beth McCord Kobett Sharon V. Kramer Angela LaBounty Matthew R. Larson

Donna Simpson Leak Alexander McNeece Edward Nolan Kit Norris Meg Ormiston Geri Parscale Brian M. Pete Beth Parrott Reynolds Laurie Robinson Julie Schmidt

Mary Kim Schreck Connie Schrock Sarah Schuhl Rich Smith John Staley Rebecca L. Stinson Mona Toncheff Nicole Dimich Vagle Jonathan A. Wray Gwendolyn Zimmermann

Common Core Packages Understanding and Transitioning to the Common Core Gain a comprehensive overview of the CCSS, and learn what distinguishes them from other state standards. Identify the gap between current practices and the expectations of the CCSS. Power implementation with CCSS-aligned resources.

• Two days on-site with an expert

• Two interactive web conferences

• Resource: Collaborating for Success With the Common Core

Administrator Training Gain a big-picture view of the CCSS and how to provide the support needed for comprehensive implementation. Learn how to recognize evidence that indicates teachers have made necessary shifts in their classroom practices. Obtain strategies for aligning resources, providing time and support, and monitoring implementation.

• One day on-site with an expert

• Resource: School Leader’s Guide to the Common Core

Teaching With Rigor and Relevance Transform your instructional practice by modeling and scaffolding 21st century skill development. Design CCSS-aligned lessons that emphasize critical thinking, and implement performance assessments in the classroom.

• Two days on-site with an expert

• Two interactive web conferences

• Resource: How to Teach Thinking Skills Within the Common Core

Implementing the CCSS for English Language Arts Recognize the conceptual shifts required for English language arts, and support CCSS-alignment in areas of curriculum design, instruction, assessment, and intervention. Leaders will unpack the standards for English language arts, and teachers and leaders will discuss the transitional process and next steps. Common Core State Standards in English Language Arts, Grades 3–8 online course is also available.

• Three days on-site with an expert

• One interactive web conference

• Resource: Common Core English Language Arts in a PLC at Work™ series (choose your grade level)

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Common Core Coaching Academy This dynamic series of PD engagements is designed to help leadership teams navigate the CCSS for full and sustained implementation. At each in-depth group session, teams will gain a new set of skills and strategies—plus an action plan for implementing what they have learned.

•

Develops your school’s or district’s capacity for meeting the demands of the CCSS

•

Is facilitated by one or more experts who are trained in the CCSS and have considerable experience in education

•

Includes six days on-site with an expert (three sessions, two days each) over nine to twelve months

•

Offers strategies and activities that can be replicated in any setting

•

Extends beyond session days with phone and email support

COMMON CORE

Carefully designed by CCSS experts, this academy:

Resources included with the coaching academy: • Common Core English Language

Arts in a PLC at Work™, Leader’s Guide • Common Core Mathematics in a

PLC at Work™, Leader’s Guide • Cultures Built to Last • Leading by Design • School Leader’s Guide to the

Common Core • Teaching Students to Read Like

Detectives

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Common Core Workshops The Common Core and Special Education Lee Ann Jung • Unpack the CCSS to identify modified learning targets for struggling and exceptional learners.

• Embed interventions to differentiate instruction in mixed-ability classrooms.

• Apply a five-step grading model to assign fair, accurate, and legally defensible grades for all learners.

A Systematic and Practical Approach to Understanding and Implementing the Common Core Standards Eileen Depka

• Gain an in-depth understanding of the Common Core English language arts and math standards through an approach that deconstructs and reconstructs the standards.

• Develop student-friendly learning targets based on the standards.

• Identify vocabulary important to student success based on the language of the standards.

• Get acquainted with and use proven formats to organize the standards, learning targets, and vocabulary.

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Thinking Across the Common Core and Other Standards James A. Bellanca • Explore how the CCSS, Next Generation Science Standards, WIDA standards, and other new standards rely on critical thinking as the strongest path to deep understanding of core content.

• Increase your proficiency on how to unpack a standard so that balanced instruction of critical thinking and content rigor lead to mastery.

• Learn how to use rubrics with quantitative quizzes and tests to guide students to greater competency.

• Discover effective learning strategies, blended digital tools, and guiding assessments within a balanced treatment of the standards.

• Gain a deeper understanding of how PLC collaborators can replicate a model for balanced assessment of thinking skills and content knowledge across the curriculum.

COMMON CORE

Deeper Learning and Higher Achievement: The Common Core Pathway James A. Bellanca

• Understand how explicit attention to critical thinking and problem-solvingbased instruction is an essential prerequisite for deeper learning and higher achievement.

• Design a model lesson aligned with the thinking and content requirements of each standard so students gain a deeper understanding of the required content and develop 21st century skills.

• Identify instructional and assessment tools and strategies most likely to produce higher achievement returns while simultaneously increasing standards-embedded thinking and problem-solving skills.

• Investigate what research says about the promotion of deeper learning outcomes versus superficial outcomes gained from passive learning.

• Create a plan for developing teachers’ skill to deliver deeper learning instruction aligned with the Common Core and other standards.

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Literacy Strategies to Meet the Common Core Standards and Increase Content Rigor in Grades 6–12 COMMON CORE

Allyson J. Burnett Discover practical, ready-to-use strategies that have a big impact on student success. Name a cross-curricular “literacy leadership cohort” within your school to help students meet the demanding new standards in all content areas. You’ll walk away with ideas and tools you can use to make your texts accessible and increase the rigor of your assignments and assessments. • Learn to model strategies that show students how to gain the knowledge and skills required by the CCSS.

• Incorporate ideas that help students read and understand text independently and proficiently.

• Learn CCSS-aligned scaffolding strategies that help make text accessible to struggling students.

• Adopt nonnegotiable shifts that result in more rigorous instruction, assignments, and assessments to impact student college and career readiness.

A b O U T A L Ly S O N J . b U r N E T T Allyson J. Burnett is an author, a consultant, a facilitator, and a trainer specializing in developing a schoolwide interdisciplinary approach to meet the Common Core Standards for literacy at the secondary level.

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New Literacies and the Core: A P–16 Rationale William Kist Discover how to introduce new literacies into your classroom with maximum impact. involving students in virtual role-playing or simulating research projects constructed on a wiki. Seamlessly weave new literacies into your curriculum, emphasizing models provided by the Common Core, Partnership for 21st Century Skills, and ACT College Readiness Standards.

COMMON CORE

Gain practical strategies for using technology to engage student learning, such as

• Understand the compelling rationales for using new ways of reading and writing as well as social networking.

• Discover practical ways to use assignments, assessments, and rubrics to integrate new literacies into the classroom. •

Learn to use technology to differentiate your classroom for student engagement.

• Discover how activities that use new literacies can be woven into your curriculum maps and documents.

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AbOUT WILLIAm kIST William Kist, PhD, is an associate professor at Kent State University. A former middle and high school English teacher and language arts and social studies curriculum supervisor, he has become a sought-after consultant.

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Going Beyond the Transition: Using Assessment Practices to Deeply Understand the CCSS COMMON CORE

Chris Jakicic Trying to balance all the competing demands of the CCSS? Gain the quality assessment practices and instructional strategies you need. You’ll have the opportunity to experiment with your collaborative team using your own ideas and materials. Your team will leave with protocols, templates, and samples that you can take straight to the classroom.

• Identify essential standards and how to collaboratively choose the standards that will reinforce your work.

• Understand how the process of unwrapping standards helps your team understand what they will look like in your classroom.

• Plan common formative assessments that ensure the rigor of the CCSS.

• Develop assessment writing skills: find quality text, understand the rigor of the CCSS, go beyond multiple choice questions, and design scoring rubrics for teachers and students.

AbOUT ChrIS JAkICIC Chris Jakicic, EdD, an author and a consultant, was principal of Woodlawn Middle School in Illinois from 1999 to 2007. She began her career teaching middle school science.

Author Chris Jakicic with PD workshop attendees

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Building Quality Assessments Based on the Common Core Standards Eileen Depka Learn to create quality assessments aligned with the Common Core. You’ll gain recommendations for building effective assessments. Leave with practical tools and techniques that can be immediately implemented in your classroom, school, or district.

• Learn to use student checklists and rubrics to better understand and meet the standards.

• Understand and build the components of quality performance tasks to meet a group of standards.

• Share learning tools with other participants to gain numerous strategies and ideas for implementing the standards.

COMMON CORE

research-based strategies, participate in targeted activities, and receive personalized

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AbOUT EILEEN DEPkA Eileen Depka, PhD, is director of curriculum, instruction, and assessment for New Berlin Schools in Wisconsin. She works closely with K–12 teachers and administrators in areas such as assessment, continuous improvement planning, and RTI.

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District Solutions for Mathematics

Empower your students to meet the demands of the CCSS for mathematics. This program (see page 20), designed by Timothy D. Kanold and his colleagues, is a research-affirmed and evidence-based Kâ&#x20AC;&#x201C;12 solution used by diverse districts across the country with proven increases in student performance.

Dr. Kanold is an award-winning educator, author, and consultant and former president of the National Council of Supervisors of Mathematics. His colleagues are renowned leaders with deep experience in the CCSS for mathematics. Work with them to meet the expectations for student learning provided by the eight mathematical practices and gain a deeper understanding of the development of high cognitive demand tasks as a vehicle for meaningful mathematics instruction and assessment.

After two years of mathematics-specific professional development, many district schools have exceeded student performance expectations and reached new levels of achievement.â&#x20AC;? â&#x20AC;&#x201D;Jhone Ebert, assistant superintendent and chief technology officer, Clark County School District, Nevada

Clark County School District students

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Evidence of Effectiveness Clark County School District

•

Las vegas, nevada

d e m o g r a ph i c s 352 Schools 309,476 Students 38,523 Staff 134 Languages spoken 43.2% Free and reduced lunch

• 30% Limited English proficient • 10.4% Special education • 34.6% White • 14.1% African American

• •

41% Hispanic 9.6% Asian/Pacific Islander

Clark County School District is the fifth-largest school system in the US.

i m p l e m e n tat i o n In spring 2008, the district launched efforts to improve mathematics professional development and learning with a clear directive from stakeholders. The mathematics committee anchored their work with nonnegotiable goals established through a collaborative process involving key stakeholders.

The committee examined trend data for student pass-rate performance and grade distribution rates. Next, the committee studied vital teacher actions linked to improved student achievement and worked to close the knowing-doing gap districtwide.

ta r get outco m es • Increase high school Algebra I pass-rate performance. •

Decrease middle school Pre-Algebra D/F distribution rate.

• Establish continuous adult professional learning.

D ist r ict solutions f o r m at h e m atics

• • • • •

• Ensure effective instruction in every classroom.

r esults In January 2009 and again in January 2010, the committee led a review of school-by-school performance on SMART goal expectations and action plans for each site and districtwide. The data review included semester grades and common assessment pass rate. Two years of focused efforts resulted in new levels of student performance. A review of first-semester common assessments data in 2010 revealed that 15,000 more students passed the exams than would have passed based on 2008 levels of proficiency. Paying attention to results and acting on those results was rewarded by short-term improvement.

Common Assessment Pass-Rate Goal: We will increase the high school Algebra I common assessment pass rate to 80% by the 2011–12 school year. Short-Term Goal Achievement From 2008 to 2010, Algebra I percent pass rate increased 133%.

Grade Distribution Goal: We will decrease the middle school Pre-Algebra D/F rate to 10% by the 2011–12 school year. Short-Term Goal Achievement From 2008 to 2010, the D/F rate decreased 10.8%.

Kanold, T., & Ebert, J. (2010, October). 1 district, 1 set of math goals. Journal of Staff Development 31(5), 12–16.

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dist r ict solutions f o r M AT H E M AT I C S

Strengthen mathematics

Challenge

Student performance in mathematics is consistently below where it needs to be or has not improved over time.

solution Follow the District Solutions for Mathematics program, a researchaffirmed and evidence-based Kâ&#x20AC;&#x201C;12 solution proven to increase student performance.

The work of mathematics teachers

Focus adult actions, time, energy,

and teacher teams in your district is

and decision making to improve

not focused on actions that result in

student learning and gain greater

improved student performance in

equity in student learning

mathematics.

experiences.

The district has several excellent

Establish a research-affirmed

mathematics teachers, but their

districtwide vision for mathematics

knowledge, skills, and effectiveness

instruction and assessment, and identify

districtwide is inconsistent.

current implementation gaps.

800.733.6786

practices districtwide SOLUTION

The work of mathematics teachers and

Improve collaborative actions and

teacher teams in your district is not

response to intervention, and ensure

coherent, consistent, equitable, or based

support for all students through the

on research-affirmed practice.

work of teacher teams.

Mathematics teachers, coaches, and

Gain a deeper understanding of the

district leaders struggle with how to

eight mathematical practices and

effectively teach and assess difficult

how to maximize their impact on

content expectations of the CCSS-M.

daily instruction.

Mathematics educators in your district are struggling to design formative assessments that integrate high cognitive demand performance tasks and drive effective instruction and RTI.

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D I S T r I C T S O L U T I O N S f O r m AT h E m AT I C S

CHALLENGE

Gain a clear understanding of the development of high cognitive demand tasks, how to manage those tasks in class, and how to effectively teach mathematics content at Depth of Knowledge levels 3 and 4.

District Solutions for Mathematics Session I

K–12 Mathematics Vision, Vision Implementation, and Vision Focus Overview Implement sustainable systematic change in your district. This session integrates the lessons from Dr. Kanold’s The Five Disciplines of PLC Leaders and the Common Core Mathematics in a PLC at Work™ series to significantly improve districtwide results in mathematics.

• Program Length: One day on-site with an expert

• Audience: District- and site-based leaders

• Program Length: One day on-site with an expert

• Audience: District- and site‐based leaders, teachers, teacher teams, and teacher leaders

Session II

K–12 Mathematics Teaching and Learning Impact student learning with mathematics instruction and assessment. Learn to teach mathematics based on the Common Core’s eight mathematical practices, and discover how to create and use high-quality assessments and assessment processes in the classroom.

Session III

Coaching Academy: Deep Mathematics Teaching, Assessing, and Learning in a PLC Learn to design high-quality assessments based on the Common Core’s eight mathematical practices. This session uses the PLC at Work™ teaching-assessing-learning cycle to achieve the necessary rigor, coherence, and focus of the CCSS-M assessments.

• Program Length: Three or four days on-site with an expert

• Audience: Instructional mathematics coaches, district- and site-based leaders, teacher teams, and teacher leaders

Session IV

Embedded On-Campus Coaching: Deep Mathematics Teaching, Assessing, and Learning in a PLC Re-engage students with high-quality assessments and assessment processes. Learn to effectively teach the mathematics instructional shifts based on the Common Core’s eight mathematical practices, and discover how to use effective formative assessment processes in the classroom.

• Program Length: Three or four on-site sessions, two days each

• Audience: Grade-level or coursebased mathematics teams and teacher leaders

Contact your director of educational partnerships to get started! solution-tree.com/Director

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Empower your students to meet the demands of the CCSS for mathematics. Partner with our experts to get there faster. Work with them to design and implement practices that adhere to the rigor and relevance of the PARCC and SBAC assessments.

Timothy D. Kanold

Thomasenia Lott Adams

Diane J. Briars

Juli K. Dixon

Francis (Skip) Fennell

Jessica Beth McCord Kanold-McIntyre Kobett

Matthew R. Larson

Edward Nolan

Kit Norris

Sarah Schuhl

Mona Toncheff

Jonathan A. Wray

D I S T r I C T S O L U T I O N S f O r m AT h E m AT I C S

Mathematics Experts

Gwendolyn Zimmermann

Additional Experts Bill Barnes Judy Curran Buck John A. Carter Dianne DeMille Linda Fulmore Mardi A. Gale Laura Godfrey Eric Johnson Donna Simpson Leak Connie Schrock John Staley

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PLC at Work P LC AT W OR K ™

™

Challenges you’re facing

• Sustaining progress and successes districtwide

• Implementing a systematic response for students not learning at acceptable levels

• Determining why some schools are thriving while others have flatlined or are losing ground

• Assisting new students without the background knowledge and language skills necessary for classroom success

• Aligning your resources and time to focus on learning and results

Whether it has been access to quality professional learning at PLC institutes and summits, customized site-based opportunities, or web-based connections with major events, Solution Tree meets our needs every time.” —Marc Johnson, former superintendent, Sanger Unified School District, California

PLC at Work™ Associate Paul Farmer with PD workshop attendees

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Here’s how we can help Richard DuFour, Robert Eaker, Rebecca DuFour, and Mike Mattos—the visionaries of PLC at Work™— are among the foremost authorities on applying PLC principles in the real world of schools. They consult with state departments, professional organizations, and school districts worldwide on strategies for improving schools.

embody deep experiential knowledge—so you can be sure that you’re getting the best training available.

PLC at Work™ Experts

Richard DuFour

Robert Eaker

Rebecca DuFour

Mike Mattos

Cassandra Erkens

William M. Ferriter

Dennis King

Sharon V. Kramer

Thomas W. Many

Anthony Muhammad

Regina Owens

Sarah Schuhl

Eric Twadell

Kenneth C. Williams

P L C AT W O R K ™

Our experts, hand-selected and trained by the PLC at Work™ visionaries, are also practitioners who

Additional Experts Alan Addley Kim Bailey Jack Baldermann Michael Bayewitz Denny Berry Karen Branscombe Tim Brown Austin Buffum Barbara Bushnell Brian Butler Scott Carr Barbara Cirigliano Daniel Cohan Charlie Coleman Luis F. Cruz Scott Cunningham

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J. Richard Dewey Paul Farmer Heather Friziellie Héctor García Paul Goldberg Duane Graber Bill Hall Aaron Hansen Merrilou Harrison Mary Hendricks-Harris Susan Huff Joe Ianora Chris Jakicic Lillie G. Jessie Marc Johnson Brandon Jones

Gayle Karhanek Janel Keating Tom Koenigsberger Greg Kushnir Virginia Mahlke Janet Malone Susan Sparks Many Sue McAdamis Carolyn Carter Miller Nicholas Jay Myers Maria Nielsen Peter Noonan Cheryl O’Leary Tyrone Olverson 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 Rich Smith Bob Sonju Jeanne Spiller Jamie Virga Mark Weichel Adam Young

PLC at Work™ Packages PLC at Work™ Overview Gain a big‐picture view of the PLC at Work™ process—and learn how to customize it to meet the needs of your school or district. During this one‐day session, you and your team will discover how to create and maintain a healthy collaborative culture, as well as how to answer the four critical questions every PLC must address.

Three Big Ideas of a PLC 1. Focus on learning. 2. Build a collaborative culture. 3. Create a results orientation.

Four Critical Questions of a PLC 1. What is it we expect our students to learn? 2. How will we know when they have learned it? 3. How will we respond when some students do not learn? 4. How will we respond when some students already know it?

The PLC Toolkit is included with the PLC at Work™ Overview.

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PLC at Work™ Coaching Academy This dynamic series of PD engagements is designed to develop a cadre of leaders who will act as informed agents of change districtwide. School teams will leave each session with a new set of skills and activities—plus an action plan for implementing what they have learned.

•

Develops your school’s or district’s capacity for implementing and sustaining the PLC at Work™ process

•

Is facilitated by one or more master coaches who not only are trained in the work of PLCs, but also have done that work in an educational setting that showed at least three years of continued academic student improvement

•

Includes six days on-site with an expert (three sessions, two days each) over nine to twelve months and The PLC Toolkit

•

Offers strategies and activities that can be replicated in any setting

•

Extends beyond session days with phone and email support

P L C AT W O R K ™

Carefully designed by the visionaries of the PLC at Work™ process—Richard DuFour, Robert Eaker, Rebecca DuFour, and Mike Mattos—this academy:

I have seen amazing results from PLC at Work™! It is not a program; it is a way of life.” —Susan Ginise, teacher, Hazel M. Bailey Primary School, California

PLC at Work™ Associate Tim Brown with coaching academy participants

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PLC at Work™ Virtual Coaching This premium long‐term PD service is exclusively for principals dedicated to the PLC at Work™ process. By meeting with online coaches at least once each month throughout the school year,

P L C AT W O R K ™

participants will have access to ongoing counsel and support from coaches who have been

carefully selected based on their proven expertise and success in leading a PLC. Our experts help leaders develop a framework to capitalize on the skills of their staff and identify the right next steps toward a powerful PLC.

•

Enhance your ability to lead the PLC at Work™ process with long‐term online coaching and ongoing email support.

•

Experience coaching as an individual or on a team of principals.

•

Work within a framework to pinpoint your position on the PLC journey.

•

Create a practical task list to plan next steps toward a powerful PLC.

•

Learn proven practices to create a shared mission, build shared leadership, monitor progress, and celebrate successes.

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PLC at Work™ Progress Report Receive an unbiased observation of your school’s PLC implementation. An expert facilitation team will conduct an on‐site analysis of your current practices and recommend next steps for improvement. The team will assess your PLC progress and present their findings at an on‐site meeting and in a written report

P LC AT W OR K ™

highlighting commendations and recommendations.

The progress report includes:

• An online staff survey, focus groups, and school artifacts review, plus a review of collaborative team processes and an evaluation of student achievement data

• A final report of findings and recommendations with personalized next steps endorsed by PLC at Work™ visionaries Richard DuFour, Robert Eaker, Rebecca DuFour, and Mike Mattos

• A flash drive containing a variety of PLC tools and resources for continuous improvement

• One copy of Revisiting Professional Learning Communities at Work™

The support and resources provided by Solution Tree were extremely instrumental as we embarked on the PLC movement. I will continue to utilize their resources and network opportunities to improve in my craft as an educator.” —Darwin Spiller, executive director of elementary education, Stults Road Elementary School, Texas PD workshop attendees

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Sustaining the Implementation

P LC AT W OR K ™

Achieve more with this dynamic approach to building distributed leadership districtwide. You’ll work collaboratively in recurring cycles of collective inquiry and action research to drive better results for your students.

• PLC at Work™ Coaching Academy (See page 25 for details.)

• Six additional days on-site with an expert

• Three interactive web conferences

• Three days on-site with an expert

• One interactive web conference

• The PLC Toolkit

Advancing the Implementation Support the PLC at Work™ process in your school or district. Powered by a deep understanding of PLCs, this package is designed to guide you and your team through your unique challenges. Target specific content areas such as leadership, assessment, collaboration, and more.

Beginning the Implementation Gain a comprehensive understanding of the PLC at Work™ process, including the three big ideas and four critical questions that every PLC must address.

• Two days on-site with an expert

• The PLC Toolkit

Take your PD from routine to remarkable solution-tree.com/PLCatWorkPD

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PLC at Work™ Workshops Making the Case for PLCs Austin Buffum Discover powerful strategies to create a collaborative, learning-focused culture. Participate in meaningful, hands-on activities so you’re not just hearing and seeing, but doing. Your team will build shared knowledge and skills to take back to the rest of your school or district. You’ll leave inspired and equipped with the tools and strategies to achieve your goals.

• Create a common vocabulary and understanding about what a PLC is and is not.

• Empower teams to refine and improve their implementation of PLCs through proven activities and conversations.

• Provide teams with a template of next steps that will allow them to continue the work as soon as they return to school.

AbOUT AUSTIN bUffUm Austin Buffum, EdD, has 38 years of experience in public schools. His many roles include serving as former senior deputy superintendent of the Capistrano Unified School District in California.

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District Solutions for PLC at Work

™

Work with us to create and sustain a PLC where key practices and strategies are embedded in the culture of your district. With help from our experts, you will establish a comprehensive learning infrastructure to address priorities and position key leaders to serve as agents for continuous improvement. Staff will gain a common vision and create a collective community to move the district forward. Strategic and specific, Measurable, Attainable, Results oriented, and Time bound (SMART) goals will mark each school’s progress as you work to build a healthy, collaborative district.

Over the years, we have relied heavily on Solution Tree offerings and resources to guide us on our journey. Without question, I would say that Solution Tree is one of the most powerful and effective professional development/support services for educators.” —Scott Bacon, principal, Blue Valley High School, Kansas

Principal Scott Bacon with BVHS students

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Evidence of Effectiveness Blue Valley High School

•

Stilwell, kANsas

• 112 Teachers • 1,456 Students • 5.36% Free and reduced lunch

• 0.13% Limited English proficient • 8.73% Special education • 2% African American

D ist r ict S olutions f o r P L C at wo r k ™

d e m o g r a ph i c s • 5% Asian/Pacific Islander • 2% Other

i m p l e m e n tat i o n Then-Principal Dennis King and then-Assistant Principal Scott Bacon first created a guiding coalition to help clarify the school’s mission and generate consensus among the staff. Then, they empowered leadership teams to become experts in the PLC at Work™ process. Early on, BVHS staff made trips to Adlai E. Stevenson High School and to PLC at Work™ institutes. Participants returned motivated to inspire change, sharing strategies and concepts with school teams. Within a year, capacity was built throughout the school. The once-small leadership team grew to become a schoolwide collaborative culture.

ta r get outco m es • Raise levels of student achievement. • Strengthen student engagement. • P rovide personalized learning and growth for every student. • Expand teacher leadership. • S tay on track with a comprehensive plan for sustained improvement.

r esults State Assessment Proficiency+ Scores 100 97.1

Average Content Scores

BVHS was a Governor’s Achievement or Excellence award winner every year between 2002 and 2010. Each year the school made substantial gains, and in 2012, their students earned the highest scores in BVHS history on the SAT, ACT, and Kansas State Assessment tests. This same year also saw the lowest percentage of students receiving Ds and Fs.

92.5

94.6

85 80 77

75 70 68.7

67.5

60 55 50

51.7

2000

Mathematics

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99.4

2004

2008

2012

Reading

District Solutions for PLC at Work

â&#x201E;˘

Assess needs

Build a PLC foundation

Develop teams and a collaborative culture

Identify districtwide and individual school issues and obstacles. Develop a systematic plan for districtwide PLC implementation.

Create a district guiding coalition. Introduce the PLC process to all of your stakeholders. Develop a shared mission, vision, collective commitments, and goals. Build a sustainable infrastructure and communication process.

Build a collaborative culture that is committed to collective inquiry, action research, and continuous improvement. Help all students achieve at high levels by working in teams, not in isolation.

Your districtâ&#x20AC;&#x2122;s transition into a thriving PLC will rely on a systematic progression of skill development. Mastering these skills will be critical for effective implementation and long-term success. Weâ&#x20AC;&#x2122;ll guide you through each phase of your journey and help ensure every element is ingrained into districtwide operations and practices.

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Identify essential student outcomes

Ensure high levels of learning for all students. Focus on the four critical questions that will drive your PLC process. Create a districtwide blueprint for achieving your learning outcomes.

Assess student learning

Develop a shared understanding of assessments, implement common formative assessments, analyze evidence of student learning, and use that evidence to learn from one another.

Student intervention

D I S T r I C T S O L U T I O N S f O r P L C AT W O r k â&#x201E;˘

Contact your director of educational partnerships to get started!

Build a systematic process to provide additional time and support for students who are experiencing difficulty. Use this process to ensure every student has a clear path to deeper learning.

RTI at worK

™

Challenges you’re facing

• Creating a systematic response for students who aren’t learning

• Understanding how to prioritize what’s essential

• Knowing how to shift your response when students are struggling

• Developing a schedule that provides targeted time for remediation and enrichment

• Having the right resources to address specific learning needs

Here’s how we can help We’ll simplify RTI into something less frustrating for you and highly beneficial to your students. Our experts will help make your interventions more effective by using universal screening tools and devising interventions at three tiers. By helping your staff move from compliance to commitment, you’ll keep the focus where it matters—on student learning.

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RTI at Work™ Packages Advancing the Implementation Dig deep into the guiding principles at the heart of RTI. With research-based study and expert guidance by your side, you’ll learn about the three tiers of the RTI process and gain practical strategies to recognize and focus on the right interventions. Identify students who need help—and which interventions will best support them.

• Two days on-site with an expert • One interactive web conference • Resource: Simplifying Response to Intervention

Beginning the Implementation Gain a big-picture view of tiered support and the guiding principles at the heart of RTI. Discover how to detect learning gaps and build shared knowledge among your team. Explore what the RTI process requires of principals, teachers, and leadership teams in your school or district.

• One day on-site with an expert • One interactive web conference • Online course: Pyramid Response to Intervention: How to Respond When Kids Don’t Learn

• Resource: Simplifying Response to Intervention

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The workshop was very well presented and professionally done. The presenters were extremely knowledgeable and prepared. Good job!” —Jeany Salter, teacher, Huron Elementary School, South Dakota

PD workshop attendees

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RTI at Work™ Coaching Academy This dynamic series of PD engagements is designed to help

• Six days on-site with an expert

you form leadership teams to act as informed agents of

• Three interactive web conferences

change throughout a district. The academy builds on the

R T I AT W O R K ™

foundation of the PLC at Work™ process by using team structures and a focus on learning, collaboration, and results to drive successful outcomes.

Carefully designed by the creators of the RTI at Work™ process—Austin Buffum and Mike Mattos—this academy: •

Develops your school’s or district’s capacity for implementing and sustaining the RTI at Work™ process

•

Is facilitated by one or more experts who are trained in the work of the RTI at Work™ process and have considerable experience in education

•

Includes six days on-site with an expert (three sessions, two days each) over nine to twelve months and a robust selection of resources

•

Offers strategies and activities that can be replicated in any setting

•

Extends beyond session days with phone and email support

Resources included with the coaching academy: • Pyramid Response to Intervention

online course • Simplifying Response to Intervention • Pyramid Response to Intervention (DVD)

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RTI at Work™ Workshops Simplifying Response to Intervention Austin Buffum

• Discover how to simplify your school’s approach to rTI by implementing the four essential principles.

• Learn how to develop a culture of collective responsibility.

• focus on learning outcomes through use of concentrated instruction.

• Drive powerful Tier 1 interventions through the use of convergent assessment.

The “Why” Behind RTI Austin Buffum

• Focus on the moral imperative behind RTI, rather than the structure of the pyramid and the three tiers.

• help your teams understand the connection between the three big ideas of a PLC and RTI.

• Learn proven techniques to promote cultural change in your school and tips to deal with resisters.

• Practice and understand the key components of crucial conversations that will allow teachers to address the cultural change needed at the team level.

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RTI Workshops If It’s Predictable, It’s Preventable: RTI in the Early Grades Chris Weber Discover how to close the knowing-doing gap with practical RTI strategies and resources that translate into school- and classroom-based practices. You’ll be guided through the entire change process, obtaining strategies to coordinate and communicate information about students’ diagnosed needs and their responses to instruction and intervention. Leave with a concrete plan to collaboratively design and deliver evidence-based, differentiated instruction that ensures high levels of learning for all students.

• Embrace the sense of urgency regarding early, intensive supports for students at risk in preK and early elementary grades.

• Design balanced reading, writing, mathematics, and English language curriculum and instruction using proven methods.

• Proactively identify and address students’ social, emotional, fine-motor, and language needs before they significantly inhibit learning.

• Lead and coordinate schoolwide efforts on behalf of elementary students so they develop academic and behavioral foundations for future success.

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Behavior RTI Chris Weber Learn efficient and valid techniques to determine students’ social and learning needs. Discover how to collaboratively craft a Tier 1 schoolwide system of support and diagnose the needs of students requiring Tier 2 and Tier 3 supports. You’ll acquire

RTI

the skills and tools needed to gather and analyze behavioral data, explore researchbased behavioral strategies, and discover simple, concrete methods for monitoring student response to behavioral interventions.

• Define and communicate consistent expectations for all students so high levels of learning occur.

• Design and commit to explicitly modeling, teaching, and reinforcing the social and academic behaviors that students must possess to learn academic content and become successful adults.

• Gather, analyze, and respond to timely and relevant data from simple assessments that accurately inform behavioral supports.

• Gain research-based and targeted behavioral interventions for students in need.

A b out C h r is we b e r Chris Weber, EdD, is an expert in behavior, mathematics, and response to intervention who consults and presents internationally to audiences on important topics in education.

Author Chris Weber with PD workshop attendees

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Leadership

Challenges you’re facing

• Establishing leadership at the state/ provincial, district, and school levels

• Ensuring collaborative learning through shared leadership and accountability

• Acquiring techniques for consensus building, strategic planning, and vision development

Here’s how we can help Build leadership districtwide with the help of our world-class experts. We have over 150 experts with firsthand experience in leadership roles. They’ll deepen your leadership skills and your understanding of how leadership impacts continuous school improvement. You’ll gain concrete strategies for bringing staff together in a shared commitment to leading and learning.

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Leadership Packages Developing Effective Teacher Evaluations

John F. Eller

Sheila A. Eller

Discern the appropriate expectations for teaching behaviors, and discover when to take action. Learn how to conduct an orientation to the evaluation process and keep the observational schedule organized. Gain a working understanding of diverse learning behaviors, and determine how to differentiate responses to various levels of behavior and experience.

• Two days on-site with an expert

• Two interactive web conferences

Strengthen Your Leadership Reach*

Cassandra Erkens

Eric Twadell

Build your administrative leadership capacity, and facilitate appropriate changes to impact student learning. You’ll produce evidence of effectiveness using action research, deepen your leadership capacity, and equip your team with tools to impact student learning.

• Three days on-site with an expert • Two interactive web conferences

* Ask about our teacher leader version of this package!

Team-Based Leadership the SMART Way

Anne E. Conzemius

Enhance your ability to work with schoolbased teams, and apply new tools that support effective teams. Understand how leadership impacts continuous improvement, and gain a deeper understanding of what it means to be a leader in a team environment.

• Two days on-site with an expert • One interactive web conference • Resource: The Handbook for SMART School Teams

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School Culture

Challenges you’re facing

• Addressing communication issues between teachers and school leaders

• Overcoming negative perceptions about students and student groups

• Approaching and resolving staff conflict

• Developing a schedule that provides targeted time for remediation and enrichment

• Breaking down academic data into transparent information that can be utilized by students, parents, and educators

Here’s how we can help School culture can change. Team up with us to create a safe learning environment not only for your students, but also for your staff. We’ll help you develop action steps that will bring out the best in your school and create a dynamic learning environment where high student achievement is not just the goal, but the reality. You’ll acquire strategies and insights to power your staff through the shift to a positive school culture.

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School Culture Packages Creating a Healthy School Culture • Two days on-site with an expert

Identify cultural shifts necessary to develop a caring learning community. Integrate conflict management strategies, and develop wholeschool policies for behavior and discipline that focus on teaching behavior expectations.

Kenneth C. Williams

• One interactive web conference • Resource: Creating Physical & Emotional Security in Schools

The Will to Lead, the Skill to Teach*

Anthony Muhammad

Sharroky Hollie

Develop background knowledge, and gain an understanding of healthy school culture. Receive coaching and hands-on help with the implementation process, as well as concrete tools for implementation. Learn how to lead with understanding while cultivating the positive environment needed for culturally responsive teaching.

• One day on-site with an expert

• One interactive web conference

• Resources: Transforming School Culture and The Will to Lead, the Skill to Teach

• Online course: Transforming School Culture

* This package includes optional add-ons. Choose to conduct an on-site audit of your school culture or a day of demonstration on culturally responsive teaching.

Transforming School Culture

Anthony Muhammad

Additional Experts Luis F. Cruz Carlos Johnson Alexander McNeece

Develop your capacity for cultivating a positive learning environment, gain an understanding of the root causes of staff resistance, and learn immediate strategies for supporting learning. Thought-provoking and dynamic, this keynote is packed with no-nonsense strategies designed to promote healthy school culture.

• One keynote • One interactive web conference • Resource: Transforming School Culture

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RTI at w o r k ™ W o r ksh o ps

Assessment

Challenges you’re facing

• Determining whether your current assessments are driving instruction and intervention

• Designing common formative assessments that measure essential learning outcomes

• Creating assessments that are designed to provide data about what to do next for your students

• Ensuring meaningful homework practices are in place

• Exploring new ways of grading that clearly reflect student learning

• Preparing students for new performance assessments aligned with the Common Core

Here’s how we can help We’ll help ensure you have sustainable assessment practices in place from the beginning. Our experts can provide insight into your existing assessment practices and help create a system of common formative assessments powered by targeted feedback that motivates student learning. Partner with us to identify and set learning goals reinforced by a framework of collaboration and reporting.

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Assessment Packages Preparing for CCSS Mathematics Assessments Receive clear and precise explanations of the current PARCC and SBAC content and assessment expectations for mathematics grades K–12. Gain a deep understanding for sustained implementation of the CCSS for mathematics using the PLC teaching-assessing-learning cycle before, during, and after a unit unfolds to develop formative assessment and learning for both students and adults.

• Three days on-site with an expert

• One interactive web conference

• Resource: Common Core Mathematics in a PLC at Work™ series (choose your grade level)

Preparing for CCSS English Language Arts Assessments

Understand the next generation of English language arts assessments while developing assessments that align with specific components of the Common Core. Learn what shifts are required for literary instruction, and gain tools for strengthening instructional practice. You’ll also find research-based instructional strategies to support your students as they master the standards.

• Two days on-site with an expert

• One interactive web conference

• Resource: Common Core English Language Arts in a PLC at Work™ series (choose your grade level)

Designing Assessments to Match the Rigor of the CCSS Learn how to unpack the standards for assessment design. Create formative and summative assessments that satisfy the rigor and relevance of the Common Core. You’ll learn how to write constructive response questions that incorporate higher-level thinking skills and develop a corresponding assessment plan.

• Two days on-site with an expert

• One interactive web conference

• Resource: Collaborating for Success With the Common Core

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Redefining Meaningful Grading

Ass e ss m e n t

The grading process should be fair, meaningful, and transparent. Identify key beliefs and practices that create an assessment and grading culture focused on learning. Learn how to build systems of equity to establish coherence and continuity.

• One keynote

• One interactive web conference

Targeting Practical Strategies in Assessment Learn how to build rigorous assessments and match assessment items to learning targets. Discover how to leverage assessments to drive better instructional practice, and gain supportive tools such as planning templates and protocols to support your collaborative planning process.

• Four days on-site with an expert

• One interactive web conference

• Resources: Ahead of the Curve and The Teacher as Assessment Leader

Building Common Formative Assessments Collaborate by developing assessments as a team, and effectively monitor student learning, collectively respond to results, and implement informed practice. Learn how to use common formative assessments to propel engaged student learning, focusing on accurate design and effective use.

• Two days on-site with an expert

• One interactive web conference

• Resource: Common Formative Assessment

The presenter was amazing as always! She really reinforced our work while challenging us to take the next step. She validates the work of teachers while also introducing ideas about how we can move forward.” —Jadi Miller, principal, Elliott Elementary School, South Dakota PD workshop attendees

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Assessment Workshops Designing Common Formative Assessments That Maximize Student Achievement Chris Jakicic

• Understand the important role common formative assessments play in a balanced assessment system.

• Discover an easy way to unwrap standards into learning targets to ensure your assessment will provide valid information about what to do next for students.

• Learn what makes quality assessments, and practice designing them with your collaborative team.

• Practice using data to develop specific plans for “corrective instruction” that will make sense in your school.

Grading That Supports Learning Susan M. Brookhart

• Explore how standards focus on student learning and their implications for instruction, assessment, and grading.

• Learn how to assign grades that reflect student achievement of intended learning outcomes.

• Examine local grading policies and practices, and discover effective revisions.

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RTI at w o r k ™ W o r ksh o ps

Differentiated instruction

Challenges you’re facing

• Effectively teaching special education students, English learners, and high-achieving individuals in the same classroom

• Differentiating for readiness, interest, and learning profiles

• Developing instructional practices that engage, empower, and motivate all students

• Utilizing assessment and differentiation methods for mixedability classes that maximize learning for all students

• Creating learning environments that level the playing field for all students

Here’s how we can help Our experts are well-versed in creating safe, brain-friendly environments that maximize student learning. They’ll help you develop high-yield strategies for assessing student knowledge, interests, and preferences. Learn how to modify your presentation style to engage students more effectively. Discover seamless differentiated instruction integration, including best practices, classroom strategies, and troubleshooting techniques.

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Differentiated Instruction Workshops You’ve Got to Reach Them to Teach Them: The Key to Differentiation Mary Kim Schreck

• Gain confidence in your ability to reach and teach students to elicit their strengths and creativity.

• Access your ability to think and act creatively to meet the needs of diverse learners and differentiate instruction in the classroom.

• become familiar with the “soft skills” of teaching that are responsible for higher effort, engagement, and achievement in the classroom.

Think Big, Start Small: Brain-Friendly Differentiation Strategies to Teach the Common Core Standards Gayle Gregory and Martha Kaufeldt

• Explore up-to-date brain research on learning, memory, and stress.

• Discover how educational neuroscience can provide a foundation for teachers about how students’ brains learn, grow, and respond to stimulation.

• become familiar with the basics of differentiated instruction: environment, engagement, exploration, and extension/enrichment.

• Learn how to transfer differentiation strategies into classroom instruction.

• Develop lessons to address the major shifts of the Common Core including text complexity, academic vocabulary, close reading, providing evidence, and text-based answers.

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RTI at w o r k ™ W o r ksh o ps

English learners

Challenges you’re facing

• Ensuring English learners are showing the improvement you expect

• Differentiating instruction for ELs

• Building background knowledge and vocabulary effectively

• Making certain your staff members understand the cultural differences that make high levels of learning challenging

• Encouraging community and parental involvement

Here’s how we can help Discover powerful practices for teaching English learners with the help of our experts. You’ll gain practical strategies for teaching academic vocabulary, reading, and writing using evidence-based instruction. We’ll help you construct common assessments for ELs, restructure roles so that all teachers are accountable for ELs’ learning, and implement systems for student assessment and placement.

It is always a pleasure to learn from presenters that have a deep understanding of how children learn to read and how we must differentiate using the most beneficial strategies when working with ELs.” —Sylvia Hughes, bilingual coordinator, Amarillo Independent School District, Texas

PD workshop attendees

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English Learners Workshops Teaching Academic Language to English Learners in Core Courses, Grades 6–12 Margarita Calderón

• Uncover how to teach academic language and discourse for rich discussions in science, social studies, language arts, and math classrooms.

• Gain evidence-based strategies for teaching ELs and low-level readers.

• Learn to select academic language—key strings of words, phrases, and language structures—for effective teaching.

• Discover strategies for monitoring and assessing student learning progressions.

Teaching Academic Language, Reading Comprehension, and Writing to English Learners in Core-Content Classrooms Margarita Calderón

• Discover how to engage ELs and other readers in close deliberate reading.

• Set the stage for rich discussions, question formulation, and deeper analysis of words, text features, and structures.

• Gain strategies for transitioning from reading to writing and the tools that make drafting, revising, and editing enjoyable while effectively teaching language and grammar.

• Uncover how to effectively collect performance assessment data throughout this process.

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RTI at w o r k ™ W o r ksh o ps

Literacy

Challenges you’re facing

• Understanding how to measure text complexity for fiction and informational text

• Having students use evidence to demonstrate their comprehension of texts and to read closely in order to make evidence-based claims

• Ensuring students can write logically and clearly

• Including modeling in instruction, and keeping students engaged

Here’s how we can help Work with us to ignite the passion for reading and writing in your students. Our literacy experts will help you build lesson plans that integrate literacy, language, and content. Build content rigor to meet the Common Core Standards for literacy. You’ll gain researchbased strategies to develop students’ ability to analyze complex text and integrate literacy and academic language development across all content areas.

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Literacy Workshops What Principals and Other Instructional Leaders Need to Know About Teaching and Learning Reading Patricia M. Cunningham

• Use reproducible checklists to formatively assess your school’s reading program and set priorities for PD and instructional change.

• balance rigor, engagement, and the practical demands on teachers’ time and energy with challenging step-by-step lesson frameworks that students like.

• Understand how the Common Core reading and reading-related standards align with instruction and texts.

• Learn how to increase student reading achievement through vocabularybuilding and writing in all content areas.

Traits 2.0: Teaching Writing Just Got a Whole Lot Easier! Ruth Culham

• Understand and apply the 6+1 Traits of Writing assessment and instruction model.

• Plan a yearlong curriculum in writing that meets and exceeds the goals of the Common Core or local standards.

• Demystify revision and peer review.

• Use deep reading of mentor texts in all the modes to create complex writing.

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21st century skills & Technology

Challenges you’re facing

• Teaching students to become innovative and entrepreneurial

• Incorporating social media and technology into teaching and learning

• Ensuring your staff understands the importance of collaborative technologies

• Creating a global school that develops global citizens

• Leveling the playing field in your school with technology

Here’s how we can help Partner with our experts to develop a comprehensive framework that will resonate with 21st century learners. They’ll help you uncover the basic steps necessary for using common web 2.0 applications to support responsible instruction and identify the ways 21st century skills align with the Common Core State Standards. Find out how 21st century skills are vital to a relevant, well-rounded education, and explore the characteristics of the iGeneration and 21st century classrooms.

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21st Century Skills & Technology Workshops Building a Personal Learning Network for You and Your Students William Kist

• Uncover ideas, lesson plans, and sample assessments that are available online for any topic related to education.

• Discover how to establish a blog and become part of the blogosphere.

• Understand the uses of Twitter, and gain techniques for building a vast network of colleagues.

Using Social Networking to Collaborate Across the Hall and Across the World William Kist

• Examine examples of international collaborations (such as creating a textbook together or working on teams to create videos) in the Flat Classroom Project.

• Learn simple strategies to enhance global education that are doable in even the most low-tech classroom.

• Understand core-based rationales for providing more global partnering opportunities for students.

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Empowering Students to Make a Global Difference

21st CENTUry SkILLS & TEChNOLOGy

William M. Ferriter

• Understand the characteristics of project-based, participatory learning environments that motivate today’s students.

• Discover the role that real-world causes can play in teaching students content and skills that they are already required to learn.

• Examine ways that technology can give students tangible opportunities to raise awareness and drive change in the world around them.

• Design a plan for integrating a cause-driven learning project into classroom instruction.

Setting the Stage for Innovation: How to Turn Your School Into an Idea Factory Suzie Boss

• Deepen your understanding of innovation as a process that is both powerful and teachable.

• Learn to adapt best practices in project-based learning to encourage student innovation and more creative problem solving while meeting standards-based instruction goals.

• Discover practical strategies for connecting with community experts and resources, and consider how specific technologies can take projects deeper.

• Gain new ideas for encouraging and assessing students’ 21st century skills, specifically the four Cs (creativity, communication, critical thinking, and collaboration), in the context of real-world problem solving.

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Teaching the iGeneration William M. Ferriter For many classroom teachers, the challenge in driving change is in turning abstract concepts into actions. In this workshop, you’ll reimagine your classroom for the into your instruction.

• Gain a clear understanding of how learning spaces need to change in order to prepare today’s students for tomorrow’s world.

• Examine practical strategies for giving students opportunities to use digital tools to polish essential skills like managing information and engaging in collaborative dialogue.

• Learn how technology can be used to support the integration of key curricular expectations defined by the Common Core Standards and Partnership for 21st Century Skills.

• Explore the social spaces that networked educators are tapping into for inspiration and professional challenge.

2 1 s t centu r y s k ills & T ec h nolog y

21st century and gain proven strategies and concepts that can be easily integrated

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A b out William M. Ferriter William M. Ferriter is a National Board Certified Teacher of sixth graders in a professional learning community in North Carolina. He has designed professional development courses for educators nationwide.

Author William M. Ferriter with a PD workshop attendee

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2 1 s t centu r y s k ills & T e c h n o l o g y W o r ksh o ps

Student Engagement

Challenges you’re facing

• Developing solid reasoning for why students need to know the material

• Creating a safe and joyful environment for learners

• Empowering students to take ownership of their learning

• Making certain staff members understand how relationships and engagement work together

• Ensuring timely feedback and helping learners to persevere

Here’s how we can help Empowering students starts when you inspire confidence in them. Our student engagement experts will help you build relationships with your students and connect with them on an emotional level. You’ll develop tools to increase student interest in the learning process and discover how to encourage students to take ownership of their own learning.

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Student Engagement Workshops Rigor Through Engagement Mary Kim Schreck

• Discover why rigor is best attained when content, strategies, products, and choices are engaging and challenging.

• Examine what rigor is and is not, what engagement is and is not, and how to discern between the myths and the reality.

• Try out a variety of strategies that focus on building student curiosity, questioning skills, empowerment, and risk taking.

Why Are We Reading This? Creating Relevance, Purpose, and Meaning for Students While Implementing the CCSS Mary Kim Schreck

• Learn the roles relevance and purpose play in activating student engagement and performance.

• Examine sample projects that front-load the purpose and meaning of assignments and activities to ensure better student buy-in.

• Uncover the benefits of mixing argumentation with a narrative; role-playing with making claims and collecting evidence; and reading with writing for investigation purposes.

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21st CENTUry SkILLS & TECHNOLOGY WORKSHOPS

CLASSROOM MANAGEMENT & BEHAVIOR

Challenges you’re facing

• Establishing clear policies so staff members and students know what’s acceptable and what isn’t

• knowing what teachers can handle in the classroom and what needs to be taken to the office

• Understanding when your students’ cultures come into play

• Creating a pyramid of behavior interventions and ensuring staff members understand how behavior and academics work together

• having students take responsibility for their own behavior

Keep doing what you are doing. Good instruction is the only chance our students have, and we must continually make efforts to support teachers in their craft, as they are the front line in making a difference.” —Kelly Stukus, coordinator of elementary literacy, University Heights City School District, Ohio

PD workshop attendee

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Hereâ&#x20AC;&#x2122;s how we can help We can help you create a safe environment where learning thrives. Our experts will help you identify keys to a positive learning environment and build structures and strategies for schoolwide positive discipline. Youâ&#x20AC;&#x2122;ll also learn ways defiant students can be successful in the classroom and create in-class and out-of-class strategies for relationship building.

Lee Canter

Tom Castellano

Charlie Coleman

Tom Hierck

Carolyn Reedom

Vic Schneidman

Chris Weber

Kenneth C. Williams

Allen N. Mendler

Brian D. Mendler

Ambrose Panico

C L A S S R O O M M A N A G E M E N T & B E H AV I O R

Classroom Management & Behavior Experts

Additional Experts Georgia Edwards Janet Robinson

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2 1 s t centu r y s k ills & T e c h n o l o g y W o r ksh o ps

School Improvement

Challenges you’re facing

• Ensuring your staff knows how to create the foundation of a healthy culture with a shared mission, vision, values, and goals

• Planning for resisters and knowing how to deal with those who haven’t embraced the vision

• Preparing your staff members to do whatever it takes to do what’s right for the students and the school

• Focusing your staff members on reaching goals and moving forward

• Making certain data is meaningful and guides school improvement efforts

The speakers are more than talented authors, presenters, and researchers— they are proven practitioners. They were challenging and inspiring, shared relevant stories, had great and timely humor, and actively engaged the staff.” —David LaRose, superintendent, Culver City High School, California PD workshop attendees

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Hereâ&#x20AC;&#x2122;s how we can help Partner with us to create sustainable improvement that can transform your struggling school into a National Blue Ribbon School. Our experts will assist in the analysis of your current practices and address communication issues between teachers and school leaders. Youâ&#x20AC;&#x2122;ll gain practical strategies to approach and resolve staff conflict and create a culture of shared decision making.

SCHOOL IMPROVEMENT

School Improvement Experts

Robert D. Barr

Luis F. Cruz

John F. Eller

Sheila A. Eller

Carlos Johnson

Ricardo LeBlanc-Esparza

David A. Levine

Alexander McNeece

Anthony Muhammad

Casey Reason

Jane A. G. Kise

Take your PD from routine to remarkable solution-tree.com/OnsitePD

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Online courses go hand in hand with on-site PD ONLINE COUrSES

Unparalleled flexibility, maximum learning

Three easy ways to integrate on-site PD with an online course: 1

Check out our wide range of dynamic keynote presenters at solution-tree.com, and schedule one to kick off your online course.

Book an on-site workshop for key team members, and have them report back to their teams on how to implement the material you’re learning in your online course.

Have the entire team attend an on-site workshop after taking an online course. You’ll be able to continue the momentum by discussing your own unique, site-based implementation challenges and asking the presenters in-depth questions.

The online class I took this summer from Solution Tree was the best professional development I have ever received!” —Danielle Rios, teacher, West High School, Illinois

Educators previewing an online course

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Topic(s)

Presenter(s)

Course Title

William M. Ferriter Adam Garry

Using Web 2.0 in Teaching and Instruction

21st Century Skills and Technology

James A. Bellanca Ken Kay

21st Century Skills

Assessment

Robert J. Marzano Tammy Heflebower

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, Literacy

Douglas Fisher Nancy Frey

Common Core State Standards in Literacy, Grades 3–8

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™: Foundational Concepts and Practices

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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ONLINE COUrSES

21st Century Skills and Technology

ThE hULLEy CENTrE

More than 1,200 schools across North America are using educator and staff developer Wayne Hulley’s Building Better Schools Together (BBST) site‐based planning model. Through the Hulley Centre, you’ll discover what so many other schools have—improved learning outcomes, increased teacher satisfaction, and an influx of community support. The BBST process counteracts the common pitfalls of planning for school improvement so that moving forward results in change that lasts.

The Hulley Centre offers everything from overview workshops that provide you with immediate implementation tools to in‐depth trainer workshops that lay the foundation for your school improvement facilitation team. You can also choose your own PD adventure by selecting a trainer-focused workshop with a focus specific to your school’s or district’s unique needs.

The Hulley Centre Experts

Wayne Hulley

Karen Branscombe

Tom Hierck

François Massé

Ainsley B. Rose

solution-tree.com/Hulley

800.733.6786

Hall, Bill . . . . . . . Hansen, Aaron . . . . Harrison, Merrilou. . . Heflebower, Tammy . . Hendricks-Harris, Mary Hierck, Tom . . . . . . Hollie, Sharroky . . . . Huff, Susan . . . . . . Hulley, Wayne . . . . .

Adams, Thomasenia Lott . . . 7, 21 Addley, Alan . . . . . . . . . . . 23

C Calderón, Margarita. . . Canter, Lee . . . . . . . Carr, Scott . . . . . . . Carter, John A. . . . . . Carter, Lisa . . . . . . . Castellano, Tom . . . . . Cirigliano, Barbara . . . Cohan, Daniel. . . . . . Coleman, Charlie . . . . Conzemius, Anne E. . . Cruz, Luis F. . . . . . . . Culham, Ruth . . . . . . Cunningham, James W. . Cunningham, Patricia M. Cunningham, Scott . . .

. . . 51, 65 . . . . . 61 . . . . . 23 . . . 7, 21 . . . . . 7 . . . . 61 . . . . . 23 . . . . . 23 . . . 23, 61 . . . . . 41 . 23, 43, 63 . . . . . 53 . . . . . 7 . . . 7, 53 . . . . . 23

D DeMille, Dianne . Depka, Eileen . . Dewey, J. Richard Dixon, Juli K. . . DuFour, Rebecca DuFour, Richard .

. . . . . .

. . . . . 7, 21 . . . 7, 10, 15 . . . . . . . 23 . . . . . 7, 21 . 23, 25, 27, 65 . 23, 25, 27, 65

E Eaker, Robert . . . Edwards, Georgia . Eller, John F. . . . . Eller, Sheila A. . . . Erkens, Cassandra.

. . . . .

. 23, 25, 27 . . . . . 61 . 7, 41, 63 . . . 41, 63 . 7, 23, 41

F Farmer, Paul. . . . . Fennell, Francis (Skip) Ferriter, William M. . Fisher, Douglas . . . Fogarty, Robin J. . . Frey, Nancy . . . . . Friziellie, Heather . . Fulmore, Linda . . .

. . . . . . . 23 . . . . . 7, 21 . 23, 56, 57, 65 . . . . . 7, 65 . . . . . . . 7 . . . . . 7, 65 . . . . . 7, 23 . . . . . 7, 21

G Gale, Mardi A. . García, Héctor. . Garry, Adam . . Godfrey, Laura . Goldberg, Paul . Graber, Duane . Grant, Maria C. . Gregory, Gayle .

. . . . . . . .

7, 21 . . 23 . . 65 7, 21 . . 23 . . 23 . . 7 7, 49

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. . . . . . . . .

. . . . 23 . . 7, 23 . . . . 23 . . . . 65 . . . . 23 7, 61, 66 . . . . 43 . . . . 23 . . . 66

I Ianora, Joe . . . . . . . . . . . . 23

J Jakicic, Chris . . Jessie, Lillie G. . . Johnson, Carlos . Johnson, Eric . . Johnson, Marc . Jones, Brandon . Jung, Lee Ann. .

. . . . . . .

7, 14, 23, 47 . . . . . . 23 . . . 43, 63 . . . . . . 21 . . . . . . 23 . . . . . . 23 . . . . 7, 10

Panico, Ambrose . Parscale, Geri . . . Payne, Ruby K. . . Pearce, Steve . . . Pete, Brian M. . . . Peterson, Garrick . Pickering, Debra J.

. . . . . . .

. . 61 7, 23 . . 65 . . 23 . . 7 . . 23 . . 65

Rafferty, Kevin. . . . . Ranells, Mary Ann. . . Reason, Casey. . . . . Reedom, Carolyn . . . Reeves, Douglas B. . . Remmert, Will. . . . . Reynolds, Beth Parrott. Ritchie, Samuel . . . . Robinson, Janet . . . . Robinson, Laurie . . . Rose, Ainsley B. . . . . Rothenberg, Carol . .

. . . . . . . . . . . .

. . . 23 . . . 23 . . 63 . . . 61 . . . 65 . . . 23 . . . 7 . . . 23 . . . 61 . 7, 23 . 23, 66 . . . 7

K Kanold-McIntyre, Jessica . . . 7, 21 Kanold, Timothy D. . . 7, 16, 21, 65 Karhanek, Gayle . . . . . . . . . 23 Kaufeldt, Martha . . . . . . . 7, 49 Kay, Ken . . . . . . . . . . . . . 65 Keating, Janel . . . . . . . . . . . 23 King, Dennis . . . . . . . . . . . 23 Kise, Jane A. G. . . . . . . . . . . 63 Kist, William . . . . . . . 7, 13, 55 Kobett, Beth McCord . . . . . 7, 21 Koenigsberger, Tom . . . . . . . . 23 Kramer, Sharon V. . . . . . . . 7, 23 Kushnir, Greg . . . . . . . . . . . 23

Sale-Davis, Clara . Schmidt, Julie . . . Schneidman, Vic . Schreck, Mary Kim Schrock, Connie. . Schuhl, Sarah . . . Smith, Rich . . . . Sonju, Bob . . . . Sousa, David A. . . Spiller, Jeanne . . . Staley, John . . . . Stinson, Rebecca L.

. . . . . . . . . . . .

. . . . 23 . . 7, 23 . . . . 61 7, 49, 59 . . 7, 21 7, 21, 23 . . 7, 23 . . . . 23 . . . . 65 . . 7, 23 . . 7, 21 . . . . 7

Tibbals, Cheryl Zintgraff . Tomlinson, Carol Ann . . Toncheff, Mona . . . . . Twadell, Eric. . . . . . .

. . . .

LaBounty, Angela . . . . Lapp, Diane . . . . . . . Larson, Matthew R. . . . Leak, Donna Simpson . . LeBlanc-Esparza, Ricardo Levine, David A. . . . . . Littlejohn, Jim . . . . . .

. . . . . . .

. . 7 . . 7 7, 21 7, 21 . . 63 . . 63 . . 65

. . . . . . . . . . . .

EXPERT INDEX

Bailey, Kim . . . . . . . . . . 7, 23 Baldermann, Jack . . . . . . . . . 23 Barnes, Bill . . . . . . . . . . 7, 21 Barr, Robert D. . . . . . . . . . . 63 Bayewitz, Michael . . . . . . . . . 23 Bellanca, James A. . . . . . . 11, 65 Berry, Denny . . . . . . . . . . . 23 Boss, Suzie . . . . . . . . . . . . 56 Branscombe, Karen . . . . . . 23, 66 Briars, Diane J. . . . . . . 7, 21, 65 Brookhart, Susan M. . . . . . . . 47 Brown, Tim . . . . . . . . . . . . 23 Buck, Judy Curran. . . . . . . 7, 21 Buffum, Austin .7, 23, 29, 36, 37, 65 Burke, Kay . . . . . . . . . . 7, 65 Burnett, Allyson J.. . . . . . . 7, 12 Bushnell, Barbara . . . . . . . . . 23 Butler, Brian . . . . . . . . . . . . 23

P . . . . . . . . .

T . . . 7 . . . 65 . 7, 21 . 23, 41

V Vagle, Nicole Dimich . . . . . . . 7 Virga, Jamie . . . . . . . . . . . . 23

Mahlke, Virginia. . . . . . . . . . 23 Malone, Janet . . . . . . . . . . . 23 Many, Susan Sparks . . . . . . . . 23 Many, Thomas W. . . . . . . . . . 23 Marzano, Robert J. . . . . . . . . 65 Massé, François . . . . . . . . . . 66 Mattos, Mike . . . 23, 25, 27, 36, 65 McAdamis, Sue . . . . . . . . . . 23 McEwan-Adkins, Elaine K.. . . . . 65 McNeece, Alexander . . . 7, 43, 63 Mendler, Allen N. . . . . . . . . . 61 Mendler, Brian D. . . . . . . . . . 61 Miller, Carolyn Carter . . . . . . . 23 Muhammad, Anthony .23, 43, 63, 65 Myers, Nicholas Jay . . . . . . . . 23

Weber, Chris . . . . Weichel, Mark . . . Williams, Kenneth C. Wray, Jonathan A.. .

. 38, 39, 61, 65 . . . . . . . 23 . . . 23, 43, 61 . . . . . 7, 21

Y Young, Adam . . . . . . . . . . . 23

Z Zimmermann, Gwendolyn. . . 7, 21

N Nickelsen, LeAnn Nielsen, Kristine . Nielsen, Maria. . Nolan, Edward . Noonan, Peter. . Norris, Kit . . . .

. . . . . .

. . 7 . . 65 . . 23 7, 21 . . 23 7, 21

. . . .

O O’Leary, Cheryl . Olverson, Tyrone Ormistion, Meg . Owens, Regina .

. 23 . 23 . 7 . 23

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COMMON CORE Coaching Academy E X P L O R E

I M P L E M E N T T H E

M A S T E R

C C S S

Youâ&#x20AC;&#x2122;ve unpacked the Common Core State Standards in your school or district. Now make it easy for your staff and students to succeed! See page 9 for more information.