Field-tested High-impact Proven Practical Powerful

Field-tested

High-impact

Proven

Practical

Powerful

newBooksfrom the experts of K–12 Professional development

Fall 2011

2 solution-tree.com 800.733.6786

3 Leadership 6 School Improvement 8 Professional Learning Communities 10 Literacy 12 Assessment 16 Brain-Compatible Learning 17 English Learners 18 Response to Intervention 20 Special Needs 21 21st Century Skills 22 Classroom Management 23 Order Form

free resources online

all resources are paperback and recommended for grades K–12 unless otherwise noted.

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

Explore our newest resourcesand discover the latest researchin K–12 education.

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3

LeadershipLeadership

By Richard DuFour and Robert J. Marzano

For many years, Dr. Richard DuFour and Dr. Robert J. Marzano have been cotravelers on the journey to help educators improve their schools.

In their first book together, Dr. DuFour and Dr. Marzano have combined their passions to articulate how effective leaders foster continuous improvement at the district, school, and classroom levels. The book focuses on district leadership, principal leadership, and team leadership, and addresses how individual teachers can be most effective in leading students—by learning with colleagues how to implement the most promising pedagogy in their classrooms. The authors argue that no single person has all the knowledge, skills, and talent to lead a district, improve a school, or meet all the needs of every child in his or her classroom. Instead, it will take a collaborative effort and widely dispersed leadership to meet the challenges confronting schools.

Benefits

• Combines the authors’ expertise and many years of experience into one comprehensive volume on leadership

• Provides proven strategies for school improvement based on the most up-to-date research

• Focuses on how district and school leaders create the conditions to support the collaborative culture of a PLC

• Examines the specifi c work that teachers undertake as members of a PLC

Contents

1 School Improvement Means People Improvement

2 The District’s Role in Supporting the PLC Process

3 The Principal’s Role in Leading a ProfessionalLearning Community

4 Creating the Collaborative Culture of a ProfessionalLearning Community

5 Developing a Guaranteed and Viable Curriculum

6 Ongoing Monitoring of Student Learning

7 Ensuring Effective Instruction

8 Responding When Kids Don’t Learn

9 Leadership Is an Affair of the Heart

248 pages1BBCa–BKf455 $24.95iSBn 978-1-935542-66-7

Authors are available for on-site workshops and video or web conferencing.

Don’t look for superman at the top of the organizational chart—look at leaders from the boardroom to the classroom to make the difference in the lives of our children. A must-read.

—Dan Domenech, executive director, American Association of School Administrators

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LeadershipLeadership

What Principals Need to Know Series

Solution Tree has collaborated with NAESP to deliver a series of books dedicated solely to K−8 principals. The What Principals Need to Know Series offers you the content-area and pedagogical expertise every administrator needs to serve as an effective instructional leader. Tailored to meet the needs of your busy schedule, each guide in the series focuses on instructional issues vital to inspired and successful leadership.

Joint Publications of Solution Tree and the National Association of Elementary School Principals

Coming Soon

What Principals Need to Know AboutTeaching Differentiated InstructionGayle Gregory

What Principals Need to Know AboutTeaching ScienceEric Sheninger and Keith Devereaux

What Principals Need to Know AboutTeaching WritingRuth Culham

What Principals Need to Know AboutTeaching ReadingPat Cunningham and James Cunningham

By timothy d. Kanold, diane J. Briars,and francis (Skip) fennell

Ensure a challenging mathematics experience

for every learner, every day. This must-have

resource offers support and encouragement for

improved mathematics achievement across every

grade level of your school. With an emphasis on

Principles and Standards for School Mathematics

and Common Core State Standards, you’ll cover

the importance of mathematics content, learning

and instruction, and mathematics assessment.Grades K–81BBCa–BKf501 $24.95iSBn 978-1-935543-55-8

By david a. Sousa

Understand the basics for creating brain-

compatible classrooms with this brief,

accessible guide customized for principals.

Explore an overview of educational

neuroscience designed to help principals

construct meaningful professional development

that enhances teachers’ knowledge and skills

about brain-compatible learning. The author

guides principals from the basics of brain

structure through applications of educational

neuroscience to build productive and

successful brain-compatible classrooms. 120 pages; grades K–81BBCa–BKf463 $19.95iSBn 978-1-935542-99-5

By John f. eller and Sheila a. eller

To move forward in the school-improvement

process, school leaders must address the

behaviors of diffi cult and resistant staff

members while sending the message that a

few people cannot halt change. This book will

help school leaders understand how to prevent

and address negative behaviors to ensure positive

school change.144 pages1BBCa–BKf407 $24.95iSBn 978-1-935542-07-0

5

Leadership

By William M. ferriter, Jason t. ramsden,and eric C. Sheninger

Social media holds great potential benefi ts

for schools reaching out to our communities,

preparing our teachers, and connecting with our

kids. In this short text, the authors examine how

enterprising schools are using social media tools

to provide customized professional development

for teachers and to transform communication

practices with staff, students, parents, and

other stakeholders. 104 pages; grades K–81BBCa–BKf474 $19.95iSBn 978-1-935249-54-2

Leadership

By Mardale dunsworth and dawn Billings

2nd Edition Educators are increasingly coming

to realize the importance of making decisions

based on reliable, accurate data. This short guide

provides a blueprint for evaluating academic

programs, practices, or strategies within a simple,

effective framework. It includes a step-by-step

walkthrough of the program evaluation cycle

and an appendix that explains vital concepts and

vocabulary in accessible language.96 pages; grades K–81BBCa–BKf461 $19.95iSBn 978-1-935542-90-2

By Kipp d. rogers

Do you share doubts with parents about the

use of mobile learning devices (MLDs) in the

classroom? Learn exactly what mobile learning

is, how to introduce MLDs into your school,

and how to ensure that teachers and students

use them appropriately to enhance 21st century

learning. Logistical implementation tips and

examples of effective lesson plans are included. 96 pages; grades K–81BBCa–BKf445 $19.95iSBn 978-1-935542-69-8

Essentials for Principals Series

As a K–8 principal, you know that addressing everyone’s concerns takes leadership, management skills, and diplomacy. Explore a dynamic spectrum of education’s most relevant topics with the Essentials for Principals Series, created by Solution Tree in collaboration with NAESP. This collection of titles will keep you on the cutting edge of an ever-evolving list of trends, challenges, and concerns—all while helping you strike the administrative balance you need to lead successfully.

Joint Publications of Solution Tree and the National Association of Elementary School Principals

Coming Soon

Strengthening the Connection Between School & HomeRicardo LeBlanc-Esparzaand Kym LeBlanc-Esparza

The School Leader’s Guide to Special EducationMargaret McLaughlin

Data-Based Decision MakingEdie Holcomb

Creating Physical &Emotional SecurityKenneth C. Williams

How to Interview, Hire, & Retain High-Quality New TeachersJohn Dareshand Bridget Daresh

Professional Learning Communities at Work™

Richard DuFourand Rebecca DuFour

English Language LearnersDouglas Fisher

GradingKen O’Connor


School ImprovementSchool Improvement

Benefits

• Refl ect on current practices and identify areasfor improvement.

• Spot the factors that can be harmful to school cultures.

• Identify your school as high will/low skill, high skill/low will, low will/low skill, or high will/high skill.

• Develop a blueprint for achieving skilled pedagogy and successful school improvement.

• Gain practical classroom management strategiesand activities.

Contents

Part 1—Will and Skill

1 Two Parts of a Positive School Environment

Part 2—The Will to Lead

2 Confl icting Wills

3 Frustration in a Toxic Culture

4 The School Culture Framework: Creating a Cultureof Collaboration

5 Leadership at Every Level

Part 3—The Skill to Teach

6 Developing a Responsive Pedagogy

7 The Steps to Responsive Pedagogy

8 Responsive Classroom Management

9 Responsive Academic Vocabulary

10 Responsive Academic Literacy

11 Responsive Learning Environments

School improvement begins with self-examination and honest dialogue about socialization, bias, discrimination, and cultural insensitivity. In The Will to Lead, the Skill to Teach, the authors acknowledge both the structural and sociological issues that contribute to low-performing schools, and describe how leaders can create a healthy school culture. They offer multiple strategies and activities to improve classroom management, increase literacy, establish academic vocabulary, and create an engaging learning environment.

After making a distinction between a staff’s will—that is, their belief in all students’ abilities along with their determination to make student learning and success a schoolwide priority—and a staff’s skill—their use of quality, responsive methods and activities—the authors submit that healthy school cultures grow out of a marriage of the two.

Examine four broad steps to developing a positive learning environment (aligning philosophies, managing frustration, creating a culture of collaboration, and institutionalizing a healthy culture) and uncover the components of responsive pedagogy—a skillful and balanced framework of traditional and culturally responsive activities used in the classroom.

1BBCa–BKf443 $19.95iSBn 978-1-935542-54-4


New Insights From Anthony Muhammad and Sharroky Hollie

7

School ImprovementSchool Improvement

By ricardo leBlanc-esparzaand William S. roulston

Strong leadership, parent involvement, mentoring,

data-based intervention, and high expectations

are known factors in student success. This book

illustrates the specifi c strategies and critical steps

that transformed a school with shockingly low

profi ciency into a National Showcase School.216 pages1BBCa–BKf476 $29.95iSBn 978-1-935543-14-5

By edie l. holcomb

Examine the ways your school can better use

student achievement data, nonacademic student

data, staff data, and parent/community data to

identify areas for improvement. Designed to help

administrators and leaders, this book also details

how teachers can use good data to monitor and

motivate students.1BBCa–BKf424 $29.95iSBn 978-1-935542-23-0

School Improvement

By anne e. Conzemiusand terry Morganti-fisher

Successful school-improvement efforts not

only set SMART goals, but also align them to

the school-improvement process, curriculum,

instruction, assessment practices, mandates,

and professional development. Understand how

to properly use the SMART goal process to

effect change.160 pages1BBCa–BKf482 $24.95iSBn 978-1-935543-24-4

By Catherine glaude

Creating learning communities where all educators are focused on student

results requires new ways of learning together. This book looks at practical

and specifi c ways to use protocols to prompt and support new habits of

working together in collaborative teams.

A Joint Publication of Solution Tree and Connections Publishing

By Catherine glaude

Collegial conversations focused on improving student learning may be

the most powerful professional development an educator will experience.

Examine four collections of protocols to support professional learning

conversations, and use them with your colleagues or with students in

the classroom.

A Joint Publication of Solution Tree and Connections Publishing




Professional Learning CommunitiesProfessional Learning Communities

Benefits

• Explains the real work that districts must do to ensure that every school implements PLC practices

• Explores how to build excitement and commitment to thePLC mission

• Shows how to build shared knowledge of PLC practices with school board members, principals, teams, individual teachers, and the broader community

• Provides strategies for district leaders to support and monitor the critical work of principals in creating collaborative teams

• Offers strategies and tools for principals to support and monitor the critical work of teacher teams focused on learning

• Suggests strategies and tools to help teacher teams focus their collaborative work on student learning

What would a learning community look like if we really meant it when we committed to ensuring the learning of each student? What would we consider good enough for our own children? In Every School, Every Team, Every Classroom, the authors suggest that these two questions drive PLC leaders to embed PLC at Work™ practices in their entire district.

With a focus on creating simultaneous top-down and bottom-up leadership, you’ll learn how to grow PLCs with concentrated direction and encouraging innovation at every level of the district. With many examples and reproducible tools, you’ll see how effective district leaders, principals, and teams can work together to create a guaranteed and viable curriculum.

240 pages1BBCa–BKf534 $29.95

iSBn 978-1-936765-09-6


Contents

1 A New Way to Lead Schools

2 Articulating a Moral Purpose

3 Building Shared Knowledge

4 Aligning Policies, Practices, and Procedures With the Learning Mission

5 Leading Collaborative Teams

6 Ensuring Student Learning

7 Ensuring Adult Learning

8 Assessing District Progress

A Powerful New PLC Resource From Robert Eaker and Janel Keating

9

Professional Learning CommunitiesProfessional Learning CommunitiesProfessional Learning Communities

By Mark Van Clay, Perry Soldwedel, and thomas W. Manyforeword by Michael fullan

In order for a professional learning community to achieve its full potential,

all levels districtwide must align around the three big ideas: ensuring a

focus on learning, building a collaborative culture, and establishing a results

orientation. This book breaks down the complex process of aligning the

work of central offi ce staff, building leadership, and teachers to increase

student achievement.

By timothy d. Kanoldforeword by richard dufour

Outstanding leadership in a professional learning community requires

practice and patience. Simply trying harder will not yield results; leaders

must proactively train to get better at the skills that matter. This book

offers a framework to focus time, energy, and effort on fi ve key disciplines.

Included are refl ection exercises to help readers fi nd their own path toward

effective PLC leadership.

By Martha f. Campbellforeword by richard dufour and rebecca dufour

This collection of clever cartoons shows the humorous side of working in

a professional learning community. The book also features a foreword and

introductory text for each chapter by Richard DuFour and Rebecca DuFour,

who remind readers to keep a sense of humor along the journey

to becoming a PLC.




Presenters: rebecca dufour and richard dufour

Begin with a general overview of the PLC process and explore specifi c ideas

and questions that drive the work of the members of a PLC. You’ll also

develop the common vocabulary essential to implementing the PLC concept;

examine and utilize strategies for building consensus; and engage in the

process of creating the shared mission, vision, collective commitments, and

goals that constitute the foundation of a PLC; and more.

Included Book: Revisiting Professional Learning Communities at Work™

1BBCa–otf010 $279.00

Online CourseOnline Course


LiteracyLiteracy

Benefits

• Investigates how to can establish an inquiry-based and refl ective classroom

• Presents methods to help students engage deeply with their own ideas

• Provides student and teacher dialogues, teacher modeling, and graphic organizers

• Includes sample assignments, organizational routines, and instructional strategies

• Illustrates how readers can build understanding of literary and expository texts

• Contains techniques to make classroom discussions productive and safe

Contents

Introduction: Comprehension Occurs Through Text-Based Analysis and Discussion

1 Readers and Texts: Why Both Are Necessaryfor Understanding

2 Argumentation: Gateway to Text-Based Analysisand Discussion

3 Analyzing and Discussing Narrative Texts

4 Analyzing and Discussing Expository Texts

5 Analyzing and Discussing New-Media Texts

By Douglas Fisher, Nancy Frey and Diane Lapp

Empower students to take ownership of their reading and learning with Teaching Students to Read Like Detectives. In this compelling guide, the authors explore the relationship between text, learner, and learning through discussion and rhetorical writing at the elementary, middle, and high school levels.

Prompt students to become the sophisticated readers, writers, and thinkers they need to be to achieve higher learning. Clearly defined strategies will drive discussion-based learning. Examine the hidden dangers of controlling classroom discourse, foster critical literacy through questioning and instructional routines, and encourage students to find meaning and cultivate thinking from expository texts—even the most challenging ones. Finally, because all students learn differently, you’ll explore new-media texts and web 2.0 to accommodate learning differences amongyour students.



11

Literacy

Teaching reading is a complex task without a simple formula for developing

quality instruction. This book presents a deep and thoughtful conversation

about what is meant by effective reading instruction for all students. Rather

than build on or alter existing models, this book considers how educators

and policymakers might think about rebuilding and reconceptualizing

reading education, perhaps from the ground up.

352 pages; hardcover1BBCa–BKf399 $34.95iSBn 978-1-935542-00-1

By William n. Bender and laura Waller

Make the transition from traditional, whole-group reading instruction to

the 21st century classroom by integrating three innovations that will

dramatically improve elementary reading instruction: RTI, differentiated

instruction, and technology. Detailed explanations, helpful case studies,

and recommendations of current technologies bring these ideas to life.

208 pages; grades K–81BBCa–BKf363 $29.95iSBn 978-1-935249-68-9

By elaine K. Mcewan-adkins

Through the unique seven-step process outlined in Literacy Look-Fors,

administrators and literacy leaders will gain a solid understanding of how

to assess and build instructional capacity, overcome roadblocks, develop

professional growth opportunities, and create a balanced literacy program.

Learn how to identify the look-fors that provide evidence of effective literacy

instruction, and bring all students to grade level or well above.


edited by timothy V. rasinski

By Peter affl erbach, richard l. allington, rita M. Bean, donald r. Bear, Camille l. Z. Blachowicz, ruth Culham, Patricia M. Cunningham, Peter J. fisher, linda B. gambrell, James V. hoffman, lesley Mandel Morrow, Maureen Mclaughlin, Maryann Mraz, P. david Pearson, timothy V. rasinski, timothy Shanahan, William h. teale, Shane templeton, richard t. Vacca, Susan Watts-taffe, and Junko yokota

Selections From the Leading Voices of Literacy and Reading Instruction


Assessment

Benefits

• Presents fi ve key strategies with research evidence toshow the impact of each

• Includes over 50 practical techniques for classroomformative assessment

Contents

1 Why Educational Achievement Matters

2 The Case for Formative Assessment

3 Clarifying, Sharing, and Understanding Learning Intentions and Success Criteria

4 Eliciting Evidence of Learners’ Achievement

5 Providing Feedback That Moves Learning Forward

6 Activating Students as Instructional Resources forOne Another

7 Activating Students as Owners of Their Own Learning

By Dylan Wiliam

If we are to maintain our status as one of the world’s leading economies and secure our economic futures, and if we want our students to thrive in the impossibly complex, unpredictable world of the 21st century, we must concentrate on increasing educational achievement by increasing the quality of the teachers in our schools. The author faces this challenge head-on by making a case for the important role of formative assessment in increasing teacher quality and student learning.

Formative assessment plays an important role in increasing teacher quality and student learning when it’s viewed as a process rather than a tool. Emphasizing the instructional side of formative assessment, this book explores in-depth the use of classroom questioning, learning intentions and success criteria, feedback, collaborative and cooperative learning, and self-regulated learning to engineer effective learning environmentsfor students.


iSBn 978-1-934009-30-7

Dylan Wiliam has done it again. With compelling evidence and more than three decades of research, Wiliam’s most recent work confirms his place in the front rank of global thought leaders in education.

—Douglas Reeves, The Leadership and Learning Center

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13

Assessment

By Damian Cooper

In Redefining Fair, the author confronts the resistance and obstacles schools experience when implementing differentiation and shows how to overcome them. Learn how to define proficiency accurately and differentiate to help all students achieve it. With a focus on mixed-ability classes, the author outlines instructional practices that engage, e mpower, and motivate students. Using stories, strategies, case histories, and sample documents, he explains how to implement equitable instruction, assessment, grading, and reporting practices for diverse 21st century learners.

The book explores the vital role of differentiation in ensuring student success as schools set goals of proficiency for all and discusses ways to create a culture of excellence in the classroom by focusing on student understanding rather than on outcomes achieved through memorization. The author takes on the “mythology of measurement” and draws a distinction between assessment designed to improve learning through feedback and assessment designed to measure learning through grades. The book concludes with recommendations on how educators may improve their reporting and examines the types of information a report card should contain to communicate an accurate, succinct, and easily understood summary of learning and behavior to students and parents.

Benefits

• Provides examples of ways to respond to resistance to new assessment methods

• Models instructional practices that engage, empower, and motivate students

• Shows how to collect data through a variety of preassessments and diagnostic assessments to determine students’ needs, readiness to learn, and learning preferences

• Examines guidelines to ensure report cards clearly convey essential information to parents and students

• Demonstrates an array of grading methods for mixed-ability classes and assessment and differentiation strategies that maximize learning for all students

• Explores strategies to facilitate the development of critical-thinking and problem-solving skills students need to navigate the vast amounts of information they encounter in thedigital world

Contents

Introduction: Why This Book Now?

1 Why Is Differentiation Essential Today?

2 What Does “Fair” Mean in the Mixed-Ability Class?

3 How Should Curriculum and Assessment Connect in the Mixed-Ability Class?

4 How Should I Assess Students’ Needs in theMixed-Ability Class?

5 What Does Excellence Look Like in the Mixed-Ability Class?

6 How Should I Assess Learning in the Mixed-Ability Class?

7 How Should Assessment and Instruction Connect in the Mixed-Ability Class?

8 How Should Assessment Be Matched to Students’ Needs?

9 How Do I Grade Learning in the Mixed-Ability Class?

10 How Can I Report Effectively to Students in the Mixed-Ability Class and to Their Parents?



Assessment

By Susan M. Brookhart

Grades should refl ect and motivate learning. This book is relatable, relevant,

and effective in improving educators’ assessment and reporting processes

and supporting students’ motivation to learn. Learn how to grade individual

assignments and give report card grades that accurately refl ect and clearly

communicate student achievement. Clear, concrete examples help translate

state standards into curriculum goals.




By Kim Bailey and Chris Jakicicforeword by richard dufour and rebecca dufour

Teams that engage in designing, using, and responding to common

formative assessments are more knowledgeable about their own standards,

more assessment literate, and able to develop more strategies for helping

all students learn. In this conversational guide, the authors offer tools,

templates, and protocols to incorporate common formative assessments into

the practices of a PLC to monitor and enhance student learning.

By Kay Burke and eileen depka

RTI and formative assessment have the potential to positively impact student

achievement. Understand the basics of RTI and its connection to formative

assessment, and base instructional decisions on the results of effective

formative assessment practices. Learn how to adjust instruction to increase

levels of student understanding and achievement with the information,

tools, and techniques presented in this practical guide.

Presenters: robert J. Marzano and tammy hefl ebower

Dr. Robert J. Marzano and Dr. Tammy Hefl ebower walk course participants

through the research and theories that support what kind of feedback,

assessment, and grading students need to learn. You’ll also learn how to

construct assessments; how to create rubric-based scales to inform both

formative and summative assessments; and how to monitor and affect

students’ progress.

Included eBook: Formative Assessment & Standards-Based Grading1BBCa–otl004 $279.00


15

Assessment

By Kathleen gregory, Caren Cameron,and anne daviesforeword by rick Stiggins

2nd Edition Learn practical ways to involve

students in the assessment process. The authors

share the 10 best ways to have students refl ect on

their learning, collect evidence of learning, share

that evidence with others, and ask for specifi c

feedback to support further learning.80 pages1BBCa–BKf512 $17.95iSBn 978-1-935543-79-4

By Kathleen gregory, Caren Cameron,and anne daviesforeword by heidi andrade

2nd Edition Self-assessment and goal setting

are key processes for helping students learn

how to self-monitor and self-regulate their way

to success. This book provides ways to motivate

students to work harder while engaging in

assessment for learning strategies that result

in higher achievement. The authors include

responses to commonly asked questions from

students, teachers, and parents.80 pages1BBCa–BKf514 $17.95iSBn 978-1-935543-76-3

By Kathleen gregory, Caren Cameron,and anne daviesforeword by Sandra herbst

2nd Edition Increase engagement, learning, and

achievement by involving students in the process

of classroom assessment. This book includes

strategies, classroom models, and 10 ways to

give students descriptive, specifi c feedback—all

designed to improve the quality of their work

while keeping them engaged and focused.80 pages1BBCa–BKf510 $17.95iSBn 978-1-935543-73-2

By anne davies

3rd Edition This book combines powerful ideas

with practical strategies to implement quality

classroom assessment. Use assessment for

learning to guide instruction, provide feedback,

collect evidence of learning, present evidence of

success, and produce accurate standards-based

report cards. The framework provides a guide

for teachers to follow—from involving students,

parents, and community members in the

assessment process to evaluating and

reporting progress.136 pages1BBCa–BKf520 $24.95iSBn 978-1-935543-88-6

By anne davies, Sandra herbst,and Beth Parrott reynoldsforeword by Jay Mctighe

2nd Edition Designed to support school and

system instruction leaders and full of examples,

this detailed guide offers a practical approach to

the challenges of meeting traditional evaluation

standards while assessing learning. Understand

how to involve learners—both students and

adults—in assessment for learning.184 pages 1BBCa–BKf524 $29.95iSBn 978-1-935543-94-7

Available November 2011!

By anne davies, Sandra herbst,and Beth Parrott reynoldsforeword by Paul leMahieu

2nd Edition Research shows that the single most

powerful solution to improving education today

is quality assessment for learning. Using stories

and samples, the authors illustrate the assessment

processes that enable leaders to successfully work

toward school transformation and identify trouble

before it happens.176 pages1BBCa–BKf522 $24.95iSBn 978-1-935543-91-6

Available 2012!

Joint Publications of Solution Tree and Connections Publishing


Brain-Compatible Learning

By Gayle Gregory and Martha Kaufeldt

In Think Big, Start Small, the authors submit thatwhile differentiation is the core of the art and scienceof teaching, a teacher may not be effective in the classroom without a basic understanding of how the human brain grows, develops, and learns. This easy-to-comprehend guide pares down the vast field of neuroscience and covers the brain basics that affectyour classroom the most.

These brain basics will serve as a solid foundation for designing your classroom environments, curricula, and instructional strategies. Ultimately, you’ll learn to examine and consider learning preferences and the thoughts and behaviors of your students to create a classroom that enhances learning.

Benefits

• Provides neuroscience research on learning, attention, memory, emotions, and stress

• Explores how these layered factors manifest in the classroom

• Shows how to create a safe and secure brain-friendly environment that maximizes student learning

• Offers low-prep and high-yield strategies for assessing student knowledge, interests, and preferences

• Illuminates how simple changes in the presentation of your information can engage students more quickly

Contents

1 Using Educational Neuroscience to Differentiate Instruction

2 Creating a Brain-Compatible Environment

3 Engaging, Exciting, and Energizing the Learner

4 Exploring the Learning

5 Extending and Expanding Learning for Every Student

6 Evaluating the Learning

7 Think Big, Start Small



iSBn 978-1-935543-06-0


Clear, precise, well researched, and most important—absolutely practical! Combines and distills the potentially confusing fields of differentiated instruction and neuroscience into simple yet powerful strategies teachers can put to use immediately, creating a clear-cut, linear guide to success by all students. Finally, we may have the one book that realizes the potential of both fields and can serve as the definitive guide for implementation by teachers across all age levels.

—Rich Allen, Green Light Education

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17

English Learners

By Margo gottlieb

Learn how to plan, implement, and evaluate common language

assessments for your English learners. With this step-by-step guide,

teachers, school leaders, and administrators will fi nd organizing

principles, lead questions, and action steps all directing you toward

collaborative assessment. Yield meaningful information for and about

EL learning preferences, build student self-assessment, and inform your

instructional decision making based on reliable results.

By Margarita Calderón

As more English learners enroll in school each year, teachers and

administrators are concerned with the large gap in reading and

academic standing between ELs and students performing at grade

level. This book addresses the language, literacy, and content

instructional needs of ELs and frames quality instruction within

effective schooling structures and the implementation of RTI.

New instructional strategies and assessment processes energize and

motivate everyone—especially students. Dedicated educators who

want to generate passion, commitment, and energy in meeting the

challenge of quality instruction in every classroom can use this book to

create momentum.



Benefits • Defi nes RTI in relation to ELs

• Offers literacy strategies that are benefi cial for not only ELs, but also for all struggling or reluctant readers

• Explores the use of cooperative learning to motivate and engage all students as well as to accelerate ELs’ language, literacy, and knowledge base while learning social skills

Contents 1 The Diversity of Students and Programs

2 RTI and Quality Instruction

3 The Educational Needs of Young ELs

4 The Most Critical Year: First Grade

5 Selecting Words to Teach

6 Teaching Vocabulary

7 Teaching Reading

8 Teaching Writing

9 Ensuring and Reinforcing Comprehension

10 Cooperative Learning

English Learners

Filled with useful tools, [this book] guides readers in developing a process for linking instruction and assessment…. With specific and intentional focus on English learners, Gottlieb ensures that school teams will be successful in improving achievement through the systematic collection and analysis of meaningful and relevant student data.

—Douglas Fisher, professor of language and literacy education, San Diego State University

“

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Response to Intervention

By Austin Buffum, Mike Mattos, and Chris Weber

In Simplifying Response to Intervention, the authors of Pyramid Response to Intervention pick up where they left off—advocating that RTI is not a series of implementation steps to cross off on a list, but a way of thinking about how educators can ensure each child receives the time and support needed to achieve success. They go on to submit that for RTI to be effective, work must be divided between collaborative teacher teams and two schoolwide teams (a leadership team and an intervention team). Together, the entire school assumes responsibility for the learning of every student.

Based on four essential guiding principles—collective responsibility, concentrated instruction, convergent assessment, and certain access—and with their experience working with hundreds of schools in North America, the authors explain why bureaucratic, paperwork-heavy, compliance-oriented, test-score-driven approaches fail—and then show how to create an RTI model that works. They address both academics and behavior in each chapter, and provide considerations for district leadership as well.

Benefits • Use the four guiding principles to guide thinking

and implementation.

• Shift to a culture of collective responsibility.

• Build team structures for collaboration.

• Defi ne essential learnings in a program ofconcentrated instruction.

• Create a toolbox of effective interventions.

• Develop a system of convergent assessment to identify students for intervention, determine their unique needs,monitor their progress, and revise or extend learning basedon their progress.

ContentsPreface: A Sense of Urgency

1 A New Way of Thinking

2 Collective Responsibility: Why Are We Here?

3 Building Structures for Collaboration

4 Concentrated Instruction: Where Do We Need to Go?

5 Convergent Assessment: Where Are We Now?

6 Creating a System of Interventions

7 Certain Access: How Do We Get Every Child There?

Epilogue: A New Vision of Special Education

Response to Intervention



19

Response to InterventionResponse to Intervention

1BBCa–BKf459 $29.95iSBn 978-1-935542-87-2


By holly Windram, Kerry Bollman, and Sara Johnson

Focusing on the unique response to intervention challenges faced by those

working in a secondary school—including larger student and educator

populations, curriculum specializations, a growing achievement gap, and

more—the authors outline three imperative components to a successful RTI

program, and then provide action steps and examples illustrating how each

component should surface within the different RTI tiers.

By William n. Bender

Perhaps more than any other single initiative, response to intervention is

likely to restructure how middle and high school teachers teach in a very

profound way. This timely and targeted resource discusses the innovations

of RTI, differentiated instruction, and instructional technologies. Based on

numerous real-world case studies, you’ll explore solutions for the complex

challenges the RTI implementation process brings.

featuring austin Buffum, Mike Mattos, and Chris Weber

Shift to a culture of collective responsibility, and ensure a path of

opportunity and success for your students. Focusing on the four Cs vital to

student achievement, this powerful four-part program will help you collect

targeted information on each student’s individual needs, while offering

important learning leverage points. Perfect for self-hosted workshops, this

resource will help you create encouraging and effi cient team structures in

your school.

Four 20-minute programs on 4 DVDs; Facilitator’s Guide (in print and on CD)1BBCa–dVf057 $595.00UPC 811796010575Free Preview Online

An effective RTI model is based on four essential guiding principles: 1. Collective responsibility—A shared belief that

the primary responsibility of each member of the organization is to ensure high levels of learning for every child

2. Concentrated instruction—A collaborative process that focuses teacher teams on the skills and knowledge most important to the student and his or her future

3. Convergent assessment—An ongoing process of collecting targeted information to add depth and breadth to the understanding of each student’s individual needs, obstacles, and points of learning leverage

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


Special Needs

By Carrie Chapman and Cate Hart Hyatt

This practitioner’s guide to building quality collaborative relationships through critical conversations explores three co-teaching models and how co-teaching fits within school-improvement initiatives. In Critical Conversations in Co-Teaching, the authors describe four sets of proven protocols that foster dramatic improvements in the way educators communicate with their colleagues for the benefit of student learning.

These protocols fit into three categories—nonnegotiable conversations (recommended for all partners), special occasion protocols (to use in specific situations), and “in a perfect world” protocols (to use as enrichment activities to extend learning). Designed to enhance shared practice using a simple structure and process of talking together, the framework can create profound differences in the way teachers work together, in the outcomes they can expect from their students, and in their feelings of connectedness to their profession.

The framework leads readers to intentionally focus on building adult relationships and targeting students in more meaningful ways. Authentic conversations from real teachers bring the framework to life. Many teachers who have used the framework report that the process re-energized them and reminded them of why they became educators in the first place.

Benefits

• Follow step-by-step instructions for the activities and conversations within the framework, along with reproducible materials available online.

• Apply the critical conversations matrix to particular activities within the framework, based on the focus questions and anticipated outcomes.

• Align efforts with several school-improvement initiatives, including response to intervention, professional learning communities, differentiated instruction, and universal design for learning.

• Ensure that all professionals involved are sharing their knowledge, skills, and talents to benefi t all students.

Contents

1 An Opening Invitation to Co-Teaching Conversations

2 Co-Teaching Models

3 The Critical Conversations in Co-Teaching Framework

4 Critical Conversations in Action

5 Expanding Co-Teaching Conversations

6 Critical Conversations Protocols: Set 1—Engage Partners

7 Critical Conversations Protocols: Set 2—Examine Data

8 Critical Conversations Protocols: Set 3—Enhance Instruction

9 Critical Conversations Protocols: Set 4—Expand Impact

Special Needs



21

21st Century Skills


By Will richardson and rob Mancabelli

The Internet connects us in unprecedented ways. To prepare students

to fl ourish in this new learning world, schools will need to transform

themselves in important ways. This book is a road map for any educator

thinking about using the web for learning. Build your own learning

network, and use learning networks in the classroom and schoolwide to

improve student outcomes.


By Sheryl nussbaum-Beach and lani ritter hall

Create a connected learning community through social media and

rediscover the power of being a learner fi rst. After uncovering the

theories and research behind the signifi cance of learning through

collaboration with other educators, the authors show you how to take

advantage of technology to improve your own learning and ultimately

the learning of your students.

By robert J. Marzano and tammy hefl ebower

As the 21st century unfolds, the pace of change in the world is accelerating.

The authors believe a combination of cognitive skills (skills students will

need to succeed academically) and conative skills (skills students will need to

succeed interpersonally) is necessary for the 21st century. This clear, practical

guide presents a model of instruction and assessment based on these skills.

264 pages1BBCa–BKl009 $34.95iSBn 978-0-9833512-0-7

Published by Marzano Research Laboratory

168 pages

21st Century Skills

Presenters: robert J. Marzano and debra Pickering

Learn to facilitate emotions for students such as enthusiasm, interest,

enjoyment, satisfaction, and pride, so that those students can answer “How

do I feel?” in the affi rmative. You’ll also study how to raise your students’

energy levels, how to demonstrate a positive demeanor, how to express your

own enthusiasm, and how to use humor to create a classroom culture in

which all students are accepted and challenged.

Included eBook: The Highly Engaged Classroom1BBCa–otl005 $279.00



Presenter: anthony Muhammad

Dr. Anthony Muhammad sheds new light on the diverse issues of resistant

staff. Explore the root causes of staff resistance to change, and leave with

immediate, accessible strategies that improve school culture. Dr. Muhammad

provides the framework for understanding dynamic relationships within

a school culture and ensuring a positive environment that supports the

changes necessary to improve learning for all students.

Included eBook: Transforming School Culture1BBCa–otf013 $279.00

Classroom Management


By allen n. Mendler and Brian d. Mendler

2nd Edition It’s every educator’s worst fear: losing control of the classroom.

Regain the focus of challenging and resistant students with this practical

resource on classroom management, discipline, and motivation. The

dedicated authors re-examine the root causes of student misbehavior and

offer a range of easy-to-implement instructions and activities—along with

real-world stories of these strategies in action—to prevent and defuse future

disruptive classroom moments.


By tom hierck, Charlie Coleman, and Chris Weber

Students thrive when educators commit to proactively meeting their

behavioral as well as academic needs. This book will help teachers and

school leaders transform the research on behavior, response to intervention,

and professional learning communities into practical strategies they can use

to create a school culture and classroom climates in which learning is primed

to occur.

By ricardo l. garcía

3rd Edition Explore the demographic shifts in American life and schools

throughout the late 20th and early 21st centuries, and examine the impact

of these shifts on education. This book provides a powerful theoretical

framework for thinking about and fostering acceptance of diversity and

difference. Utilizing a combination of theory and concrete examples, the

author constructs a vision of schools as the foundation for an inclusive,

democratic society.


A Joint Publication of Solution Treeand Phi Delta Kappa International

Classroom ManagementClassroom Management


TransformingSchool Culture:

How to OvercomeStaff Division

Anthony Muhammad

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newBooks From the Experts of K–12 Professional Development

20122012

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New Insights for Improving Schools

FEBRUARY 22–24PHOENIX, AZ

Featuring

rebecca dufour

richard dufour

robert eaker

thomas Many

robert J. Marzano

Mike Mattos

anthony Muhammad

douglas reeves

Kenneth Williams

Featuring

Kay Burke

lisa Carter

Cassandra erkens

douglas fisher

Chris Jakicic

tim Kanold

robert J. Marzano

eric twadell

FeaturingKay Burke

anne davies

richard dufour

tammy hefl ebower

Chris Jakicic

robert J. Marzano

Ken o’Connor

eric twadell

dylan Wiliam

Kenneth Williams

Field-tested High-impact Proven Practical Powerful

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