Books, Videos, andOnline Courses

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Customized PD on Common Core, PLCs, and More

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

You know that a commitment to improved student learning takes more than just dedication and drive.When you plan your comprehensive professional learning journey with Solution Tree, we provide quality and continuity every step of the way. With world-class events, customizable on-site training, interactive web and video conferencing, online courses, books, and videos, you’ll �nd more than a solution—you’ll �nd the perfect �t.

You want PD that helps you

challenge them to achieve at higher levels, and

prove just how far they’ve come.

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nurture your students’ incredible potential,

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

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Contents Awards

Judges Award Distinguished Achievement Awards

Winners and Finalists The Association of Educational Publishers

Benjamin Franklin Awards

Gold and Silver WinnersIndependent Book Publishers Association

Book of the Year Awards

Bronze Winners, Finalists, and Honorable MentionForeword Magazine

Book of the Year AwardsLearning Forward (formerly NSDC)

Teachers’ Choice AwardsLearning Magazine

Keep an eye out for these icons! Common Core 5Professional Learning Communities at WorkTM 11Professional Learning Communities 18Response to Intervention 19School Improvement 25Leadership 31Assessment 41Instruction 4721st Century Skills and Technology 55Literacy 59English Learners 63Youth at Risk 65Special Needs 67Classroom Management and Behavior 69Plan Books 74About Our Events 75Summits and Institutes 76Workshops 77Event Index 79Author and Associate Index 80Online Course Index 81Book and Video Index 82Order Form 83

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

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As an educator, you require your students to show you the evidence. As a professional, shouldn’t you approach your PD the same way?

Our books, videos, and online courses deliver high-quality PD. Best of all, each is grounded in research so powerful it’s proven to impact learning outcomes.

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New Releases

Common Core 5

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

August 12–13 Boston, MA

Common Core

Top-notch guidance on anchor standards

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

Register now!

Learning Outcomes

• Examine the student mathematical practices and the teacher instructional and assessment shifts necessary to signi�cantly impact student learning.

• Learn how to call on all students to apply complex reasoning to real-world issues and challenges.

• Gain up-to-date information on the work of the PARCC and Smarter Balanced assessment consortia.

• Acquire strategies proven to help students develop the critical thinking skills demanded by the Common Core.

• Enable students to write logical arguments based on substantive claims, sound reasoning, and relevant evidence.

Douglas Fisher

Timothy D. Kanold

Robin J. Fogarty

Cassandra Erkens

Using Common Core Standards to Enhance Classroom Instruction & Assessment

By Robert J. Marzano, David C. Yanoski, Jan K. Hoegh, and Julia A. SimmsWith Tammy He�ebower and Phil Warrick

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

32BCA–BKL015 $34.95ISBN 978-0-9833512-9-0

Published by Marzano Research Laboratory

• Gain a clear understanding of what the CCSS are, how they are organized, and how they can be used in the classroom.

• Learn how to integrate 21st century thinking and reasoning into instruction.

• Design learning goals and pro�ciency standards geared toward individual students.

Douglas Douglas

solution-tree.com/CommonCoreNOW

6 Common Core solution-tree.com 800.733.6786

Available April 2013 Leader’s Guide

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

Common Core English Language Arts in a PLC at Work™ series

By Douglas Fisher, Nancy Frey, and Cynthia L. Uline

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

Grades K–232BCA–BKF580 $29.95

ISBN 978-1-936764-16-7

Grades 3–532BCA–BKF582 $29.95

ISBN 978-1-936764-19-8

Grades 6–832BCA–BKF584 $29.95

ISBN 978-1-936764-22-8

Grades 9–1232BCA–BKF586 $29.95

ISBN 978-1-936764-25-9

NEW! Common Core for English Language Arts Workshops March 27–28 Boston, MA September 23–24 St. Paul, MN April 8–9 Santa Ana, CA December 2–3 Bellevue, WA

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

Common Core

Douglas Fisher

Nancy Frey The CCSS for English language arts

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

Register now!solution-tree.com/workshops

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

• Enumerate the anchor standards in reading, writing, speaking and listening, language, and foundational skills.

• Comprehend the components of text complexity, text-dependent questions, and close reading.

Common Core 7

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

Watch and learn how teachers in professional learning community classrooms successfully implement and apply the new standards in mathematics instruction.

Included eBook: Common Core Mathematics in a PLC at Work™, Grades 3–5

CEU: 32BCA–KDS034 $279.00Graduate Credit: 32BCA–KDS035 $499.00

NEW!

Common Core Mathematics in a PLC WorkshopsPresenters: Timothy D. Kanold and Juli K. Dixon or Jonathan A. Wray

October 3–4 Bellevue, WA October 9–10 Glenview, IL

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

Register now!solution-tree.com/workshops

NEW!NEW!

Leader’s Guide32BCA–BKF559 $24.95

ISBN 978-1-936765-47-8Grades K–2

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

Grades 3–532BCA–BKF568 $29.95

ISBN 978-1-936764-00-6

Grades 6–832BCA–BKF574 $29.95

ISBN 978-1-936764-10-5

High School32BCA–BKF561 $29.95

ISBN 978-1-936765-50-8

Common Core Mathematics in a PLC at Work™ series

Edited by Timothy D. KanoldBy Thomasenia Lott Adams, Harold Asturias, Diane J. Briars, John A. Carter, Juli K. Dixon, Francis (Skip) Fennell, David Foster, Mardi A. Gale, Timothy D. Kanold, Beth McCord Kobett, Matthew R. Larson, Mona Toncheff, Jonathan A. Wray, and Gwendolyn Zimmermann

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

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

Online Course

Common Core

8 Common Core solution-tree.com 800.733.6786

“The CCSS have the power to help students succeed by enabling teachers to collectively and collaboratively focus on key literacy standards.”

—Elaine K. McEwan-Adkins, author

20 Literacy Strategies to Meet the Common CoreIncreasing Rigor in Middle & High School Classrooms

By Elaine K. McEwan-Adkins and Allyson J. Burnett

NEW! With the advent of the Common Core State Standards and high expectations with regard to content literacy, some secondary teachers are scrambling for what to do and how to do it. This book provides an accessible plan for implementing content literacy and offers 20 research-based literacy strategies designed to help students meet those standards and become expert readers. 328 pages; grades 6–12

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

How to Teach Thinking Skills Within the Common Core7 Key Student Pro�ciencies of the New National Standards

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

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

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

Implementing Common Core Standards With Total Instructional Alignment Workshops

Learning Outcomes

•Learntoolsandprocessestosuccessfullyunpackandalignthe national Common Core Standards through curriculum, assessment, and quality instruction.

•Writeclearlearninggoalsthatarespecific,measurable,and aligned to higher-order thinking.

•Createhigh-qualityassessmentsdesignedtofrequentlymeasure individual student learning progress.

Lisa Carter

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

Register now! solution-tree.com/workshops

Common Core

March 18–19 Atlanta, GA April 22–23 St. Charles, MO April 17–18 Albuquerque, NM October 7–8 San Diego, CA

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Make sure you’re on our list!Sign up to receive updates about new Common Core releases.

Common Core 9

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

Assessments for State and Common Core Standards WorkshopsPresenter: Kay Burke

March 25–26 Boston, MA April 15–16 Glenview, IL November 14–15 Santa Ana, CA

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

Register now!solution-tree.com/workshops

Annual Conference on Common Core Standards and AssessmentPresenters: Douglas B. Reeves, Robert J. Marzano, Timothy D. Kanold, Douglas Fisher, Cassandra Erkens, Robin J. Fogarty, Diane J. Briars, Nancy Frey, and Mary Kim Schreck

April 30–May 2 Phoenix, AZ

Learning Outcomes

• Design standards-based assessments that tell you immediately whether your students are hitting their learning targets.

• Examine how instruction and assessment will need to change in order for students to be successful with the CCSS for mathematics and English language arts.

• Determine how to “power” the Common Core.

• Learn the current status of the assessment consortia (PARCC and Smarter Balanced), and analyze content-speci�c implications for your school or district.

• Discover a process to unpack the new CCSS and design simple formative assessments.

• Uncover how to make homework practices matter.

• Understand the importance of student involvement in assessment design, and examine different ways you can promote involvement in your classroom.

It’s not too late for a smooth transition

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

Register now! solution-tree.com/CCSA

Assessment and the Common Core State StandardsPresenter: Kay Burke

Dr. Burke demonstrates how to repack the Common Core State Standards with a collaborative team, generate checklists and rubrics, share meaningful learning objectives with students, and craft performance tasks that will motivate students in every grade.

Included eBook: Balanced AssessmentCEU: 32BCA–KDS013 $279.00

Graduate Credit: 32BCA–KDS014 $499.00

Online Course

Common Core

Douglas B. Reeves

Douglas Fisher

Robert J. Marzano

Timothy D.Kanold

Robin J. Fogarty

Cassandra Erkens

solution-tree.com 800.733.6786 10 Common Core

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Leading in the Common Core • Support a culture of professionalism

and collaborative change.

• Initiate standards-based instructional changes with faculty and staff.

• Provide scaffolding, coaching, and feedback through PD, instructional rounds, and conferencing.

Implementing the Common Core for Mathematics

• Recognize the conceptual understanding and procedural �uency shifts for mathematics.

• Integrate the research-af�rmed CCSS Mathematical Practices into current instruction.

•Develop high-quality assessment processes, and design units and lessons.

Implementing the Common Core for English Language Arts

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

• Weave anchor standards and foundational skills into English language arts and other subjects.

• Incorporate strategies that emphasize text complexity and close reading.

Assessing with rigor and relevance • Gain advanced understanding of the PARCC

and SBAC assessment frameworks.

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

• Create common formative assessments that integrate CCSS-aligned questions.

Understanding the Common Core • Gain a comprehensive overview of the CCSS. • Learn what distinguishes the CCSS

from current state standards. • Outline and prioritize next steps

for implementation.

Transitioning to the Common Core • Identify the gap between current practices

and the expectations of the CCSS. • Unpack, repack, and bundle the CCSS

into meaningful units of study. • Power implementation with CCSS-aligned

resources.

Teaching with rigor and relevance • Transform instructional practice by modeling

and scaffolding 21st century skill development. • Design CCSS-aligned lessons that emphasize

critical thinking. • Implement performance assessments

in the classroom.

Lead . Understand . Transition . Teach . Implement . Assess

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

Learn more!solution-tree.com/cc-pd888.763.9045

Common CorePathways

PLC at WorkTM 11

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

By William M. Ferriter, Parry Graham, and Matt Wight

NEW! Focus on developing people—not just improving test scores. The authors examine how staf�ng decisions can strengthen professional learning communities and explore actions that can help school leaders safeguard their schools against complacency. Collect tips and strategies that every teacher can adopt, and apply the professional development techniques that prove most useful. 128 pages

32BCA–BKF548 $24.95ISBN 978-1-936765-29-4

• Develop hiring and support practices that can change staff turnover into an opportunity to strengthen your PLC.

• Create meaningful learning teams for all staff—even specialists and singletons in small schools.

• Gain skills critical for teachers to work effectively in collaborative groups.

• Get the right people in the right places when staf�ng and creating teams.

• Align the master schedule with PLC priorities.

Professional Learning Communities at Work

TM

Cultures Built to LastSystemic PLCs at WorkTM

By Richard DuFour and Michael Fullan

Powerhouse authors team up with the goal to rescue PLCs from the misperception that they are simply programs to be implemented. Instead, the PLC process is a systemic cultural phenomenon with far-reaching, long-lasting positive effects that are instrumental in transforming the culture of the education system. PLCs must be approached systemically to achieve optimal student learning.

Available Summer 201332BCA–BKF579

ISBN 978-1-936764-74-7

• Determine how a systemic approach to PLCs is essential to collaborative culture.

• Achieve coherence and clarity necessary to maintaining a healthy PLC.

• Find a balance between maintaining focus and generating creativity.

• Recognize warning signs that threaten your progress as a PLC.

• Establish key guidelines for facilitating a systemic PLC.

• Cultivate coherence in individuals and collectively across the entire system.

For a limited time, receive a free gift with your preorder.

solution-tree.com/CulturesBTL One gift per order, while supplies last. Continental US orders only.

Online Course

12 PLC at WorkTM

solution-tree.com 800.733.6786

“The very essence of a learning community is a focus on and a commitment to the learning of each student.”

—Learning by Doing

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

By Richard DuFour, Rebecca DuFour, and Robert Eaker

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

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

Professional Learning Communities at Work™Best Practices for Enhancing Student Achievement

By Richard DuFour and Robert Eaker

Bestseller The book that launched a school improvement movement offers research-based recommendations drawn from best practices still found in schools nationwide. Readers gain speci�c, practical how-to information about transforming schools into learning-focused, results-oriented PLCs. 358 pages

32BCA–BKF032 $29.95ISBN 978-1-879639-60-7

Getting StartedReculturing Schools to Become Professional Learning Communities

By Robert Eaker, Richard DuFour, and Rebecca DuFour

Bestseller Get answers to the most common question posed by educators seeking to build and sustain a PLC: Where do we begin? Readers access a solid conceptual framework and concrete illustrations of how schools operate when they are functioning as PLCs. 200 pages

32BCA–BKF120 $24.95ISBN 978-1-879639-89-8

The Journey to Becoming a Professional Learning Community

By Janel Keating, Robert Eaker, Richard DuFour, and Rebecca DuFour

Perfect for visual learners, the road map banner and accompanying booklet guide educators through critical issues that may arise during their journey to becoming a PLC. 1 color 7-foot vinyl banner; 2 black-and-white 7-foot paper banners; 3 process booklets

32BCA–BKF260 $89.95ISBN 978-1-934009-39-0

Professional Learning Communities at Work™

Learning by DoingA Handbook for Professional Learning Communities at Work™

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

Bestseller 2nd Edition Learning by Doing is an action guide for closing the knowing-doing gap and transforming schools into PLCs. The book includes seven major additions that equip educators with essential tools for confronting challenges. 296 pages

32BCA–BKF416 $34.95ISBN 978-1-935542-09-4

Creating a Professional Learning Community at WorkTM

Foundational Concepts and Practices

Presenters: Rebecca DuFour and Richard DuFour

NEW! Experience the PLC journey in action! Learn alongside educators as PLC at Work™ architects help them structure their new school as a PLC.

Included eBook: Revisiting Professional Learning Communities at Work™

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

PLC at WorkTM 13

“Keeping up with change depends on the work that collaborative teams do to reimagine the teaching/learning transaction together. That makes professional learning communities the right vehicle for adult learning today.”

—William M. Ferriter, author

Common Formative AssessmentA Toolkit for Professional Learning Communities at Work™

By Kim Bailey and Chris Jakicic

Foreword by Richard DuFour and Rebecca DuFour

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

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

Raising the Bar and Closing the GapWhatever It Takes

By Richard DuFour, Rebecca DuFour, Robert Eaker, and Gayle Karhanek

This expansion of Whatever It Takes uses case studies to sharpen the focus on the pyramid of interventions strategy, present new insights, and explain how PLC intervention processes align with RTI legislation. 256 pages

32BCA–BKF378 $24.95ISBN 978-1-935249-84-9

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

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

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

32BCA–DVF023 $174.95UPC 811796010285

Building a Professional Learning Community at Work™A Guide to the First Year

By Parry Graham and William M. Ferriter

Foreword by Richard DuFour and Rebecca DuFour

This play-by-play guide to implementing PLC concepts uses a story to focus each chapter. The authors analyze the story, highlighting good decisions and mistakes. They offer research behind best practice and wrap up each chapter with practical recommendations and tools. 240 pages

32BCA–BKF273 $29.95ISBN 978-1-934009-59-8

The Collaborative TeacherWorking Together as a Professional Learning Community

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

Foreword by Rebecca DuFour

Introduction by Richard DuFour

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

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

The Collaborative AdministratorWorking Together as a Professional Learning Community

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

Foreword by Robert Eaker

Introduction by Richard DuFour

In a culture of shared leadership, the administrator’s role is more important than ever. This book addresses your toughest challenges with practical strategies and inspiring insight. 264 pages

32BCA–BKF256 $29.95ISBN 978-1-934009-37-6

Professional Learning Communities at Work™

14 PLC at WorkTM

solution-tree.com 800.733.6786

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

Professional Learning Communities at Work™

Leadership in Professional Learning Communities at Work™Learning by Doing

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

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

32BCA–DVF024 $174.95UPC 811796010292

A Leader’s CompanionInspiration for Professional Learning Communities at Work™

By Robert Eaker, Rebecca DuFour, and Richard DuFour

Treat yourself to daily moments of re�ection with inspirational quotes collected from a decade of work by renowned PLC experts. The uplifting wisdom inside this book will fuel your passion to be a leader in your PLC. 136 pages; hardcover

32BCA–BKF227 $12.95ISBN 978-1-934009-05-5

Passion and PersistenceHow to Develop a Professional Learning Community

By Richard DuFour

Bestseller Motivate staff with the inspirational video featured in many of Dr. DuFour’s keynote presentations. A display of memorable quotes, calls to action, and quips set to music, Passion and Persistence serves as a re�ective pause on the PLC journey. 7-minute DVD

32BCA–DVF008 $24.95UPC 811796010117

On Common GroundThe Power of Professional Learning Communities

Edited by Richard DuFour, Robert Eaker, and Rebecca DuFour

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

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

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

Leading Dif�cult Conversations

Featuring Richard DuFour and Rebecca DuFour

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

32BCA–DVF047 $174.95UPC 811796010537

The Power of Professional Learning Communities at Work™Bringing the Big Ideas to Life

Featuring Richard DuFour, Robert Eaker, and Rebecca DuFour

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

32BCA–DVF052 $595.00UPC 811796010483

PLC at WorkTM 15

“Improving schools requires leadership behaviors that motivate and inspire others to do things collectively that perhaps they never thought possible.”

—Every School, Every Team, Every Classroom

Professional Learning Communities at Work™

Every School, Every Team, Every ClassroomDistrict Leadership for Growing Professional Learning Communities at Work™

By Robert Eaker and Janel Keating

The PLC journey begins with a dedication to ensuring the learning of every student. Using many examples and reproducible tools, the authors explain the need to focus on creating simultaneous top-down and bottom-up leadership. Learn how to grow PLCs by encouraging innovation at every level. 240 pages

32BCA–BKF534 $29.95ISBN 978-1-936765-09-6

The School Leader’s Guide to Professional Learning Communities at WorkTM

By Richard DuFour and Rebecca DuFour

Are you a K–8 principal looking to implement the PLC at Work™ process? Explore the components needed to lay the foundation, including how to develop a structure that supports collaborative teams, how to focus on effective monitoring strategies, and more. 120 pages; grades K–8

32BCA–BKF489 $19.95ISBN 978-1-935543-36-7

A Joint Publication With the National Association of Elementary School Principals

Becoming an Authentic Learning LeaderWhatever You Do, Inspire Me

Featuring Timothy D. Kanold

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

32BCA–DVF063 $195.00UPC 811796010605

The Five Disciplines of PLC Leaders

By Timothy D. Kanold

Foreword by Richard DuFour

Effective leadership in a professional learning community requires practice, patience, and skill. Through engaging examples and accessible language, this book offers a focused framework that will help educators maintain balance and consistent vision as they strengthen the skills of PLC leadership. 210 pages

32BCA–BKF495 $29.95ISBN 978-1-935543-42-8

Getting District ResultsA Case Study in Implementing PLCs at Work™

By Nicholas Jay Myers

Foreword by Richard DuFour and Rebecca DuFour

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

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

Leading by DesignAn Action Framework for PLC at Work™ Leaders

By Cassandra Erkens and Eric Twadell

Foreword by Richard DuFour

After interviewing and observing principals, administrators, and teachers, the authors identify seven leadership practices that effective PLC leaders share, along with the techniques that have led them to sustainable success. 216 pages

32BCA–BKF430 $29.95ISBN 978-1-935542-29-2

16 PLC at WorkTM

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Professional Learning Communities at Work™

The PLC at Work™ Cartoon Book

By Martha F. Campbell

Foreword by Richard DuFour and Rebecca DuFour

These clever cartoons show the humorous side of working in a professional learning community. The book features introductions by Richard DuFour and Rebecca DuFour, who remind readers to maintain a sense of humor. 144 pages

32BCA–BKF473 $19.95ISBN 978-1-935543-09-1

Through New EyesExamining the Culture of Your School

Featuring Richard DuFour

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

32BCA–DVF007 $174.95UPC 811796010018

The Role of PLCs in Advancing 21st Century Skills

Featuring Richard DuFour

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

32BCA–DVF048 $195.00UPC 811796010476

Forged, Not ForcedImplementation in Professional Learning Communities

Featuring Thomas W. Many

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

32BCA–DVF060 $195.00UPC 811796010568

The PLC ToolkitPowerful Tools for Improving Your School

The Essential Resources of Richard DuFour, Robert Eaker, and Rebecca DuFour

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

32BCA–KTF129 $1,599.00

Let our presenters come to you! Book an on-site PD experience today.

PLC at WorkTM 17

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

Professional Learning Communities at Work™

Professional Learning Communities at WorkTM Institutes June 3–5 Las Vegas, NV

June 6–8 St. Charles, MO

June 12–14 Tulsa, OK

June 18–20 San Antonio, TX

July 8–10 Minneapolis, MN

July 17–19 Pasadena, CA

July 24–26 Orlando, FL

The Professional Learning Communities at Work™ process is increasingly recognized as the most powerful strategy for sustained, substantive school improvement. These institutes give you and your team the knowledge and tools to implement this powerful process in your school or district.

For three days, you will have the opportunity to network with some of the most insightful minds in education, including the architects of the PLC at Work™ process. Presenters are accessible to you throughout the event.

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

Register now!solution-tree.com/PLCInstitutes

August 5–7 Lincolnshire, IL

August 12–14 Seattle, WA

September 18–20 Albuquerque, NM

October 1–3 Charlotte, NC

October 28–30 Indianapolis, IN

November 12–14 Salt Lake City, UT

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

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

PLC at WorkTM Coaching Academy

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

PLC at WorkTM Coaching Academy Experts

Kenneth C. Williams

Tim Brown

Dennis King

Eric Twadell

Thomas W. Many

Susan Sparks Many

Dennis Dennis

Thomas W. Thomas W.

Susan Sparks Susan Sparks

Eric Eric

Robert Eaker

Richard DuFour

Mike Mattos

Rebecca DuFour

Enroll now!solution-tree.com/speakers/pd-services888.763.9045

solution-tree.com 800.733.6786 18 PLCs

“Deep learning results when a teacher understands each student, develops an appreciation for the values students place on the learning process, and responds to individual needs.”

—Differentiated Professional Development in a Professional Learning Community

Professional Learning Communities

Aligning School Districts as PLCs

By Mark Van Clay, Perry Soldwedel, and Thomas W. Many

Foreword by Michael Fullan

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

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

Creating a Coaching Culture for Professional Learning Communities

By Jane A. G. Kise and Beth Russell

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

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

Protocols for Professional Learning ConversationsCultivating the Art and Discipline

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. 96 pages

32BCA–BKF516 $19.95ISBN 978-1-935543-82-4

A Joint Publication With Connections Publishing Canadian customers: Visit connect2learning.com to order.

Collaborative Action Research for Professional Learning Communities

By Richard Sagor

Constant, high-quality collaborative inquiry sustains PLCs. Become disciplined and deliberative with data as you design and implement program improvements to enhance student learning. Detailed steps show you how to accomplish collaborative action research that drives continuous improvement. 176 pages

32BCA–BKF354 $24.95ISBN 978-1-935249-61-0

Differentiated Professional Development in a Professional Learning Community

By Linda Bowgren and Kathryn Sever

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

32BCA–BKF275 $19.95ISBN 978-1-934009-61-1

When Students Fail to LearnProtocols for a Schoolwide Response

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 speci�c ways to use protocols to prompt and support new habits of working together in collaborative teams. 112 pages

32BCA–BKF518 $19.95ISBN 978-1-935543-85-5

A Joint Publication With Connections Publishing Canadian customers: Visit connect2learning.com to order.

Category 19Response to Intervention 19

Response to Intervention

RTI in the Early GradesIntervention Strategies for Mathematics, Literacy, Behavior & Fine-Motor Challenges

By Chris Weber

Simplifying Response to InterventionFour Essential Guiding Principles

By Austin Buffum, Mike Mattos, and Chris Weber

NEW! Explore why intervention and support for struggling students in the early grades are essential to student success. Teachers and support personnel will discover how to implement RTI-based supports in the early grades and learn what this prevention looks like. Find practical, research-based strategies to seal the gaps in student learning in grades K–3, identify students who need intervention, and more. 208 pages; grades K–3.

32BCA–BKF572 $29.95ISBN 978-1-936764-04-4

• Gain strategies for identifying, intervening with, and supporting students earlier than grade 4 when RTI programs typically begin.

• Learn how to begin a dialogue within schools on evidence-based supports for early use of RTI programs.

• Use checklists to determine next steps in each subject area for English learners and students with social and emotional, speech and language, and �ne-motor-skill challenges.

Bestseller The sequel to Pyramid Response to Intervention advocates that a successful RTI model begins by asking the right questions to create a fundamentally effective learning environment for every student. RTI is not a series of implementation steps, but rather a way of thinking. Understand why bureaucratic, paperwork-heavy, compliance-oriented, test-score-driven approaches fail. Then, learn how to create a focused RTI model that works. 232 pages.

32BCA–BKF506 $29.95 ISBN 978-1-935543-65-7

• Use the four guiding principles to guide thinking and implementation.

• Shift to a culture of collective responsibility.

• Build team structures for collaboration.

• De�ne essential learnings in a program of concentrated instruction.

• Create a toolbox of effective interventions.

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

Online Course

20 Category solution-tree.com 800.733.6786 20 Response to Intervention

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

Response to Intervention

Pyramid Response to InterventionRTI, Professional Learning Communities, and How to Respond When Kids Don’t Learn

By Austin Buffum, Mike Mattos, and Chris WeberForeword by Richard DuFour

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

32BCA–BKF251 $27.95ISBN 978-1-934009-33-8

Pyramid Response to InterventionFour Essential Guiding Principles

Featuring Austin Buffum, Mike Mattos, and Chris Weber

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

32BCA–DVF057 $595.00UPC 811796010575

On Solid GroundHow PLC Practices Create the Foundation for a Successful Intervention Program

Featuring Mike Mattos

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

32BCA–DVF045 $195.00UPC 811796010438

A Practical Look at Response to InterventionFeaturing Mike Mattos

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

32BCA–DVF046 $195.00UPC 811796010421

Tiers Without TearsA Systematic Approach to Implementing RTI in PLC Schools

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

32BCA–DVF036 $195.00UPC 811796010322

Learning CPRCreating Powerful Responses When Students Don’t Learn

Featuring Austin BuffumLearn how to create a highly effective intervention program and gain practical, proven intervention ideas that are timely, targeted, and systematic.

32BCA–DVF035 $195.00UPC 811796010315

Pyramid Response to InterventionHow to Respond When Kids Don’t Learn

Presenters: Austin Buffum, Mike Mattos, and Chris Weber

RTI experts take you through the critical stages of establishing PLCs, using universal screening tools, and devising interventions at three tiers.

Included eBook: Pyramid Response to InterventionCEU: 32BCA–KDS004 $279.00

Graduate Credit: 32BCA–KDS005 $499.00

These four videos contain a DVD with presentation and a CD with presentation handouts and supporting resources.

Austin Buffum

Mike Mattos

Laurie Robinson

Chris Weber

Laurie Laurie

Category 21Response to Intervention 21

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

Response to Intervention

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

April 15–17 Vancouver, BC July 31–August 2 Grand Rapids, MI June 26–28 Denver, CO October 22–24 Kansas City, MO

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

Register now!solution-tree.com/SRTIInstitutes

Learning Outcomes

• Create a school/district culture that focuses on student learning.

• Build a highly effective, collaborative core program.

• Focus core instruction on rigorous core curriculum.

• Unpack the CCSS into focused student learning targets.

Pyramid Response to Intervention WorkshopsPresenters: Austin Buffum or Mike Mattos

March 13–14 Bellevue, WA May 2–3 Milpitas, CAMarch 13–14 San Antonio, TX May 8–9 Centennial, COApril 10–11 Santa Ana, CA May 8–9 St. Paul, MNApril 24–25 St. Charles, MO May 14–15 San Diego, CAMay 1–2 West Palm Beach, FL

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

Register now!solution-tree.com/workshops

Simplifying Response to Intervention WorkshopsPresenters: Austin Buffum or Mike Mattos

March 20–21 Atlanta, GA March 2 5–26 San Diego, CA April 4–5 Dallas, TX

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

Register now!solution-tree.com/workshops

Solution Tree events align your school improvement efforts across all levels. Here’s how to decide which event �ts your needs:

Institutes follow a focused agenda. Our Simplifying RTI Institutes concentrate on Tier 1 implementation. The presenters will deliver dynamic keynotes punctuated by interactive breakouts.

Workshops are built to be �exible. Small teams work with the presenter(s) to customize their learning experience. Our Pyramid Response to Intervention Workshops cater to PLC adopters, and our Simplifying Response to Intervention Workshops are effective for anyone creating or re�ning their approach to RTI.

See page 75 to learn more.

22 Category solution-tree.com 800.733.6786 22 Response to Intervention

“The power of an RTI framework is its ability to create cohesion among all the

various initiatives designed to support student outcomes at a system level.” —How RTI Works in Secondary Schools

Response to Intervention

Pyramid of Behavior InterventionsSeven Keys to a Positive Learning Environment

By Tom Hierck , Charlie Coleman , and Chris Weber

Students thrive when educators hold high expectations for behavior as well as academics. This book shows how to use a three-tiered pyramid of behavior supports to create a school culture and classroom climates in which learning is primed to occur. 132 pages

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

Pyramid of Behavior Interventions WorkshopsPresenters: Charlie Coleman and/or Tom Hierck

April 30–May 1 Milpitas, CA May 16–17 Bellevue, WA December 4–5 San Diego, CA

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

Register now!solution-tree.com/workshops

How RTI Works in Secondary SchoolsBuilding a Framework for Success

By Holly Windram, Kerry Bollman, and Sara Johnson

After addressing the unique response to intervention challenges faced by those working in a secondary school, the authors outline three imperative components of a successful RTI program and then provide action steps and examples illustrating how to incorporate each within the different RTI tiers. 240 pages; grades 6–12

32BCA–BKF459 $29.95ISBN 978-1-935542-87-2

Implementing RTI With English Learners

By Douglas Fisher, Nancy Frey, and Carol Rothenberg

Learn why RTI is the ideal framework for supporting English learners. Follow the application and effectiveness of RTI through classroom examples and the stories of four representative students of varying ages, nationalities, and language pro�ciency levels. 160 pages

32BCA–BKF397 $24.95ISBN 978-1-935249-97-9

Closing the RTI GapWhy Poverty and Culture Count

By Donna Walker Tileston

Get a clear understanding of poverty and culture, and learn how RTI can close achievement gaps related to these issues. Learn how you can achieve successful implementation in your school. Examine common pitfalls to avoid in the process. 168 pages

32BCA–BKF330 $19.95ISBN 978-1-935249-38-2

A Joint Publication With the National Association of Elementary School Principals

Understanding Response to InterventionA Practical Guide to Systemic Implementation

By Robert Howell, Sandra Patton, and Margaret Deiotte

Whether you want a basic understanding of RTI or desire thorough knowledge for district-level implementation, you need this book. Understand the nuts and bolts of RTI. Follow clear examples of effective practices that include systems and checklists to assess your RTI progress. 224 pages

32BCA–BKF253 $27.95ISBN 978-1-934009-34-5

Category 23Response to Intervention 23

“RTI can be viewed and should be presented as teacher empowerment, since it

enables teachers to now provide the required help for struggling students.”—RTI & Differentiated Reading in the K–8 Classroom

Response to Intervention

Beyond the RTI PyramidSolutions for the First Years of Implementation

By William N. Bender

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

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

RTI & Differentiated Reading in the K–8 Classroom

By William N. Bender and Laura Waller

Transition from traditional whole-group reading instruction to the 21st century classroom using three innovations that dramatically improve elementary reading instruction: RTI, differentiated instruction, and technology. 208 pages; grades K–8

32BCA–BKF363 $29.95ISBN 978-1-935249-68-9

RTI in Middle and High Schools

By William N. Bender

This targeted resource discusses the innovations of RTI, differentiated instruction, and instructional technologies speci�cally for middle and high schools. Based on numerous real-world case studies, this book explores solutions for the complex challenges the RTI implementation process brings. 248 pages; grades 6–12

32BCA–BKF271 $29.95 ISBN 978-1-934009-51-2

RTI in MathPractical Guidelines for Elementary Teachers

By William N. Bender and Darlene Crane

Explore common student dif�culties in math, and see a three-tier RTI model in action. The authors provide an overview of research, detailed guidance through each stage of implementation, tools for re�ection and growth, and discussion of support strategies beyond the classroom. 216 pages; grades K–5

32BCA–BKF279 $29.95ISBN 978-1-934009-54-3

Using Formative Assessment in the RTI Framework

By Kay Burke and Eileen Depka

Understand the basics of RTI and its connection to formative assessment and adjust instruction to increase levels of student understanding and achievement with the information, tools, and techniques presented in this practical guide. 144 pages

32BCA–BKF369 $24.95ISBN 978-1-935249-74-0

Response to Intervention in Math WorkshopsPresenters: William N. Bender and Darlene Crane

March 20–21 Milpitas, CA April 24–25 Omaha, NE May 6–7 Centennial, CO September 25–26 St. Paul, MN November 12–13 San Antonio, TX

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

Register now!solution-tree.com/workshops

24 Category solution-tree.com 800.733.6786 24 Response to Intervention

“Response to intervention is our best hope to provide every child with the

additional time and support needed to learn at high levels.” —Mike Mattos, author

Response to Intervention

Build �ex time for interventions into the school day.

Create the moral imperative (the “why”) behind RTI.

Simplify RTI into something less frustrating for educators, yet highly bene�cial to students.

Form leadership teams to act as informed agents of change! This package of consulting and professional development engagements occurs over 9 to 12 months and includes three two-day on-site sessions, with targeted action occurring between sessions. Each participant receives a robust selection of resources.

The academy comprehensively covers four essential guiding principles while teaching participants to create a sustainableRTI model:

1. Collective responsibility is a shared belief that the primary responsibility of each member of the organization is to ensure high levels of learning for every child.

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

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

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

Enroll now!solution-tree.com/speakers/pd-services888.763.9045

Let our presenters come to you! Book a customized on-site PD experience today.

Response to Intervention Experts

RTI Coaching Academy Experts

Austin Buffum

William N. Bender

Darlene Crane

Eileen Depka

Janet Malone

Chris Weber

Holly Windram

Sara Johnson

Dennis King

Mike Mattos

RTI Coaching AcademyTM

Call 888.763.9045 to start a conversation about your next steps.

solution-tree.com/speakers/pd-services

School Improvement 25

Building a Culture of HopeEnriching Schools With Optimism and Opportunity

By Robert D. Barr and Emily L. Gibson

Research demonstrates that children of poverty need more than just academic instruction to succeed. Discover a blueprint for turning low-performing schools into Cultures of Hope! The authors draw from their own experiences in schools across the United States to illustrate how to support students with an approach that considers social as well as emotional factors in education.

Available May 201332BCA–BKF503 $34.95

ISBN 978-1-936764-62-4

• Discover tested strategies behind the success of high-poverty, high-achieving schools.

• Access surveys that gauge the temperature of your school’s culture.

• Integrate the world of jobs and professional careers into academic curriculum.

• Support students with tools to envision and plan for the future.

• Understand the power of collaboration in school culture.

• De�ne processes for building consensus and increasing collaboration.

School Improvement

More Than a SMART GoalStaying Focused on Student Learning

By Anne E. Conzemius and Terry Morganti-Fisher

Setting data-informed, high-priority SMART goals is a critical step in school improvement that is widely acknowledged. However, goals themselves don’t drive improvement; they must be aligned to the school improvement process, curriculum, instruction, assessment practices, mandates, and professional development. Understand how to properly use the SMART goal process to effect change and achieve real school improvement. 160 pages

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

• Learn multiple strategies and processes designed to bring coherence and measurement to instructional planning.

• Discover �ve effective guidelines for total system improvement.

• Acquire a SMART process for professional learning.

• Gain practical tools for sustained focus throughout professional development.

solution-tree.com 800.733.6786 26 School Improvement

School Improvement

The Power of SMART GoalsUsing Goals to Improve Student Learning

By Jan O’Neill and Anne E. Conzemius

With Carol Commodore and Carol Pulsfus

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

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

The Handbook for SMART School Teams

By Anne E. Conzemius and Jan O’Neill

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

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

Change Wars

Edited by Andy Hargreaves and Michael Fullan

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

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

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

The Future of SchoolingEducating America in 2020

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

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

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

A Joint Publication With McREL

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

—The Power of SMART Goals

School Improvement Experts

Laura Lipton

Anthony Muhammad

Bruce Wellman

Address issues of communication between teachers and school leaders.

Overcome negative perceptions about students and student groups.

Resolve staff con�ict.

Create a culture of shared decision making.

Break down academic data into transparent information that can be utilized by students, parents, and educators. Dawn

BillingsMardale

DunsworthEdie L.

Holcomb

Let our presenters come to you! Book a customized on-site PD experience today.

Call 888.763.9045 to start a conversation about your next steps.

solution-tree.com/speakers/pd-services

Bruce Wellman

Laura Lipton

School Improvement 27

Bruce Bruce Laura Laura

School Improvement

Got Data? Now What?Creating and Leading Cultures of Inquiry

By Laura Lipton and Bruce Wellman

Explore three de�ning challenges that school teams face when gathering, interpreting, and utilizing school data. Complete with survey questions for ef�cient data collection, group work structures, strategies, and tools—along with essential de�nitions and descriptions of data types—this compelling guide will help you confront data obstacles and turn struggling committees into powerful communities of learners. 144 pages

32BCA–BKF530 $24.95ISBN 978-1-936765-03-4

Got Data? Moving Your Team to Results Workshops

Learning Outcomes

• Learn and apply the seven qualities of high-performing teams.

• Engage with practical structures for using data to focus a team’s attention and energy.

• Apply a three-phase model for guiding data-driven collaborative inquiry.

• Expand your repertoire of assessment tools, strategies, and structures for developing teams.

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

Register now!solution-tree.com/workshops

October 16–17 Omaha, NE

November 14–15 Santa Ana, CA

The High-Performing SchoolBenchmarking the 10 Indicators of Effectiveness

By Mardale Dunsworth and Dawn Billings

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

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

Data DynamicsAligning Teacher Team, School, & District Efforts

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. 224 pages

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

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

—Laura Lipton, author

Lisa Carter

solution-tree.com 800.733.6786 28 School Improvement

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

—Lisa Carter, author

School Improvement

Total Instructional AlignmentFrom Standards to Student Success

By Lisa Carter

Foreword by Lawrence W. Lezotte

Effective education in the new millennium calls for changing an antiquated system. Learn how you can create a �exible, proactive system by focusing on systemic alignment as well as alignment among standards, curriculum, classroom instruction, and assessment. 136 pages

32BCA–BKF222 $19.95ISBN 978-1-934009-01-7

Total Instructional AlignmentThree Deep Understandings for PLCs

Featuring Lisa Carter

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

32BCA–DVF025 $195.00UPC 811796010162

Implementing Common Core Standards With Total Instructional Alignment Workshops

Learning Outcomes

• Learn tools and processes to successfully unpack and align the national Common Core Standards through curriculum, assessment, and quality instruction.

• Write clear learning goals that are speci�c, measurable, and aligned to higher-order thinking.

• Create high-quality assessments designed to frequently measure individual student learning progress.

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

Register now!solution-tree.com/workshops

March 18–19 Atlanta, GA April 22–23 St. Charles, MO April 17–18 Albuquerque, NM October 7–8 San Diego, CA

Rede�ning the NormLearning for ALL

Featuring Anthony Muhammad

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

32BCA–DVF062 $195.00UPC 811796010599

The Will to Lead, the Skill to TeachTransforming Schools at Every Level

By Anthony Muhammad and Sharroky Hollie

Bestseller The authors acknowledge both the structural and sociological issues that contribute to low-performing schools and offer multiple tools and strategies to assess and improve classroom management, increase literacy, establish academic vocabulary, and contribute to a healthier school culture. 176 pages

32BCA–BKF443 $19.95ISBN 978-1-935542-54-4

Wayne HulleyWayne Wayne

School Improvement 29

Wayne Hulley

Anthony Muhammad

Karen Branscombe

Ainsley B. Rose

Tom Hierck

François Massé

Kenneth C. Williams

Wayne Wayne Karen Karen Tom Tom François François

Anthony Anthony Ainsley B. Ainsley B. Kenneth C. Kenneth C.

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

School Improvement

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

Harbors of HopeThe Planning for School and Student Success Process

By Wayne Hulley and Linda Dier

Create a culture of hope that will improve student achievement and behavior. The proven planning model in this resource will empower you to use the power of purpose to align staff efforts, implement high-yield strategies to enhance student performance, and much more! 232 pages

32BCA–BKF181 $24.95ISBN 978-1-932127-44-7

Getting By or Getting BetterApplying Effective Schools Research to Today’s Issues

By Wayne Hulley and Linda Dier

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

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

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

32BCA–DVF028 $195.00UPC 811796010193

NEW! Building Better Schools Together InstitutePresenters: Wayne Hulley, Karen Branscombe, Tom Hierck, François Massé, Anthony Muhammad, Ainsley B. Rose, and Kenneth C. Williams

October 17–19 Toronto, ON

Learning Outcomes

• Build staff commitment with a focus on maintaining a collaborative culture.

• Reinforce and support planning initiatives by leveraging relevant data.

• Develop clear goals that effectively direct staff planning.

• Requires commitment from leadership �rst

• Creates shared values, vision, and purpose

• Collects critical evidence and disaggregates it to build staff ownership

• Delivers high-yield strategies to use in planning

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

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

Register now!solution-tree.com/BBSTInstitute

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

solution-tree.com 800.733.6786 30 School Improvement

“Talking one-on-one with students allowed me to connect the present with their future and

remind them of the Big W: Work! Anything was possible if only they would do the work.” —Breaking the Poverty Barrier

School Improvement

Breaking the Poverty BarrierChanging Student Lives With Passion, Perseverance, and Performance

By Ricardo LeBlanc-Esparza and William S. Roulston

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

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

The Kids Left BehindCatching Up the Underachieving Children of Poverty

By Robert D. Barr and William H. Parrett

Foreword by Kati Haycock

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

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

Turning Your School AroundA Self-Guided Audit for School Improvement

By Robert D. Barr and Debra L. Yates

Learn a step-by-step protocol for the self-guided audit that focuses on the most crucial areas of school improvement identi�ed in The Kids Left Behind, the nationally recognized work by Robert D. Barr and William H. Parrett. 224 pages

32BCA–BKF295 $29.95ISBN 978-1-934009-72-7

Delivering on the PromiseThe Education Revolution

By Richard A. DeLorenzo, Wendy J. Battino, Rick M. Schreiber, and Barbara Gaddy Carrio

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

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

School Improvement for the Next Generation

By Stephen White and Raymond L. Smith

Learn best practices from successful schools that use next-generation school improvement methods. Focused chapters guide you through the modi�ed planning, implementation, monitoring, and evaluation cycle at the core of this school improvement model. Speci�c strategies empower you to put the knowledge to use. 192 pages

32BCA–BKF312 $29.95ISBN 978-1-935249-20-7

What Effective Schools DoRe-Envisioning the Correlates

By Lawrence W. Lezotte and Kathleen McKee Snyder

This guide helps educators implement a continuous school improvement system through application of the seven correlates of effective schools. The authors discuss each correlate, update the knowledge base, and incorporate practical ideas from practitioners in the �eld. 176 pages

32BCA–BKF336 $24.95ISBN 978-1-935249-51-1

Leadership 31

Leadership

Working With Dif�cult & Resistant Staff

By John F. Eller and Sheila A. Eller

To move forward in the school improvement process, school leaders must address the behaviors of dif�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 pages

32BCA–BKF407 $24.95ISBN 978-1-935542-07-0

• Gain bullet points, checklists, and brief descriptions to assist busy school leaders in �nding solutions fast.

• Discover authentic stories and speci�c insights to show exactly how to address each situation.

• Acquire helpful planning exercises and templates for principals.

• Re�ect on leadership questions to extend the learning.

The Will to Lead, the Skill to TeachTransforming Schools at Every Level

By Anthony Muhammad and Sharroky Hollie

Bestseller School improvement begins with self-examination and honest dialogue about socialization, bias, discrimination, and cultural insensitivity. The authors acknowledge both the structural and sociological issues that contribute to low-performing schools and offer multiple tools and strategies to assess and improve classroom management, increase literacy, establish academic vocabulary, and contribute to a healthier school culture. 176 pages

32BCA–BKF443 $19.95ISBN 978-1-935542-54-4

• Re�ect on current practices and identify areas for improvement.

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

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

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

• Gain practical classroom management strategies and activities.

Online Course

solution-tree.com 800.733.6786 32 Leadership

“To effectively diagnose and eliminate toxic school culture, we must take an honest look at the internal and external factors that create the conditions that make cultural transformation dif�cult.”

—Transforming School Culture

Leadership

Transforming School CultureHow to Overcome Staff Division

By Anthony MuhammadForeword by Richard DuFour

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

32BCA–BKF281 $19.95ISBN 978-1-934009-45-1

Transforming School CultureUnderstanding and Overcoming Resistance to Necessary Change

Featuring Anthony Muhammad

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

32BCA–DVF022 $195.00UPC 811796010339

Transforming School Culture

Presenter: Anthony Muhammad

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

Included eBook: Transforming School CultureCEU: 32BCA–KDS001 $279.00

Graduate Credit: 32BCA–KDS002 $499.00

Leading a Learning OrganizationThe Science of Working With Others

By Casey Reason

Improve the quality of organizational learning in your school. The author draws on educational, psychological, and neuroscienti�c research to show how leaders can change the prevailing emotional climate or tone of a school to promote deeper learning at all levels. 192 pages

32BCA–BKF283 $24.95ISBN 978-1-934009-57-4

solution-tree.com/resources

Want free resources? Browse the tools our authors have created for you.

Leadership 33

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

Leadership

Leaders of LearningHow District, School, and Classroom Leaders Improve Student Achievement

By Richard DuFour and Robert J. Marzano

Bestseller For many years, the authors have been fellow travelers on the journey to help educators improve their schools. Their �rst coauthored book focuses on district leadership, principal leadership, and team leadership and addresses how individual teachers can be most effective in leading students—by learning with colleagues how to implement the most promising pedagogy in their classrooms. 248 pages

32BCA–BKF455 $24.95ISBN 978-1-935542-66-7

Richard DuFour

Robert J. Marzano

Kenneth C. Williams

Anthony Muhammad

Sir Ken Robinson

Leadership NOW A Collaborative Summit for Administrators and Teachers

Presenters: Richard DuFour, Robert J. Marzano, Sir Ken Robinson, Anthony Muhammad, Kenneth C. Williams, Rebecca DuFour, Tammy He�ebower, Timothy D. Kanold, and Phil Warrick

Learning Outcomes

•Gainanunderstandingofhowtocreatehigh standards of achievement for all students.

•Acquiretechniquesforconsensusbuilding, strategic planning, and vision development.

•Developeffectivesystemsofjob-embedded professional development.

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

Register now! solution-tree.com/LeadershipNOW

April 24–26 Las Vegas, NV

Leadership’s Ten Commandments

Featuring Kenneth C. Williams

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

32BCA–DVF042 $195.00UPC 811796010407

District Leadership That WorksStriking the Right Balance

By Robert J. Marzano and Timothy Waters

Bridge the divide between administrative duties and daily classroom impact with a leadership mechanism called de�ned autonomy. Learn strategies for creating district-de�ned goals while giving building-level staff the stylistic freedom to respond quickly and effectively to student failure. 168 pages

32BCA–BKF314 $24.95ISBN 978-1-935249-19-1

A Joint Publication With McREL

solution-tree.com 800.733.6786 34 Leadership

The Leading EdgeTM series takes you to the edge where a rich history of research

meets new horizons of innovation and insight.

Leadership

Breaking ThroughEffective Instruction & Assessment for Reaching English Learners

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

Utilizing new research and �eld studies, this book provides a whole-school approach to helping English learners (ELs) achieve academically while they learn English. Discover why ELs learn better when language, literacy, and subject matter are integrated, and learn how to prepare all teachers in a school to meet the needs of this growing student population. 288 pages; hardcover

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

21st Century SkillsRethinking How Students Learn

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

Foreword by Ken Kay

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

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

On Common GroundThe Power of Professional Learning Communities

Edited by Richard DuFour, Robert Eaker, and Rebecca DuFour

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

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

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

Ahead of the CurveThe Power of Assessment to Transform Teaching and Learning

Edited by Douglas B. Reeves

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

Bestseller Leaders in education contribute their perspectives on effective assessment design and implementation, sending out a call for redirecting assessment to improve student achievement and inform instruction. 280 pages; hardcover

32BCA–BKF232 $34.95ISBN 978-1-934009-06-2

Leadership 35

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

Leadership

Rebuilding the FoundationEffective Reading Instruction for 21st Century Literacy

Edited by Timothy V. RasinskiBy Peter Af�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

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

32BCA–BKF399 $34.95ISBN 978-1-935542-00-1

Mind, Brain, & EducationNeuroscience Implications for the Classroom

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

Understanding how the brain learns helps teachers do their jobs more effectively. Primary researchers share the latest �ndings on the learning process and address their implications for educational theory and practice. Explore applications, examples, and suggestions for further thought and research; numerous charts and diagrams; strategies for all subject areas; and new ways of thinking about intelligence, academic ability, and learning disability. 312 pages; hardcover

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

Change Wars

Edited by Andy Hargreaves and Michael Fullan

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

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

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

On Excellence in Teaching

Edited by Robert J. Marzano

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

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

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

solution-tree.com 800.733.6786 36 Leadership

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

Leadership

Communicating & Connecting With Social Media

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

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

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

Mobile Learning Devices

By Kipp D. Rogers

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

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

Data-Based Decision Making

By Edie L. Holcomb

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

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

Effective Program Evaluation

By Mardale Dunsworth and Dawn Billings

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

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

How to Interview, Hire, & Retain High-Quality New Teachers

By John C. Daresh and Bridget N. Daresh

NEW! 3rd Edition The key to student success starts in the classroom. Principals face the challenge of �nding and keeping highly quali�ed teachers who will work to ensure learning for all. The authors use �rsthand experiences and observations to guide readers through effective processes for recruiting, interviewing, hiring, and supporting faculty who best �t the needs of individual schools. 104 pages

32BCA–BKF447 $19.95ISBN 978-1-935542-72-8

Leadership 37

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

Leadership

Strengthening the Connection Between School & Home

By Ricardo LeBlanc-Esparza and Kym LeBlanc-Esparza

NEW! 2nd Edition Examine the pivotal role family engagement plays in student achievement with this research-based guide. Leaders will �nd speci�c strategies to involve families, including 11 ways to create a family-friendly school and advice for connecting with families who are hard to reach. 96 pages

32BCA–BKF486 $19.95ISBN 978-1-935543-30-5

The School Leader’s Guide to Grading

By Ken O’Connor

NEW! Ensure your school’s grading procedures are supportive of learning, accurate, meaningful, and consistent. Discover how the “seven essential Ps” can improve your effectiveness in supporting assessment and communicating student achievement. Learn how to avoid inaccurate grades and what causes them. 112 pages

32BCA–BKF553 $19.95ISBN 978-1-935542-52-0

The School Leader’s Guide to English Learners

By Douglas Fisher and Nancy Frey

English learners face a dif�cult challenge: learning in English. How, then, do you set reasonable expectations for developing pro�ciency? School leaders will learn how to assess the individual needs of ELs, how to create a quality instructional program, and how to evaluate performance. 96 pages

32BCA–BKF540 $19.95ISBN 978-1-936765-17-1

The School Leader’s Guide to Special Education

By Margaret J. McLaughlin and Kristin Ruedel

3rd Edition You have IEPs and BIPs in place, but are they really working? Find a refresher on the key legal rights of students with disabilities, along with methods for designing and implementing IEPs and BIPs that work, approaches to creating effective instruction and assessment practices, and more. 112 pages

32BCA–BKF453 $19.95ISBN 978-1-935542-81-0

Creating Physical & Emotional Security in Schools

By Kenneth C. Williams

2nd Edition Give your students a physically and emotionally safe learning environment. Learn how you and your teachers can nurture supportive relationships with students, develop con�ict management strategies, prevent different forms of bullying, develop student initiative and resilience, and encourage celebration. 80 pages

32BCA–BKF451 $19.95ISBN 978-1-935542-78-0

The School Leader’s Guide to Professional Learning Communities at WorkTM

By Richard DuFour and Rebecca DuFour

Are you a K–8 principal looking to implement the PLC at Work™ process? Explore the components needed to lay the foundation, including how to develop a structure that supports collaborative teams, how to focus on effective monitoring strategies, and more. 120 pages

32BCA–BKF489 $19.95ISBN 978-1-935543-36-7

solution-tree.com 800.733.6786 38 Leadership

Leadership

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

What Principals Need to Know About Teaching and Learning Reading

By Patricia M. Cunningham and James W. Cunningham

NEW! 2nd Edition Principals will discover practical strategies for strengthening and improving reading programs using the foundation established by the authors’ six truths of reading instruction. Explore comprehensive, multifaceted instruction techniques, as well as additional steps you can take to support students directly. Identify and troubleshoot problems your teachers may face, and gain valuable approaches to topics such as reading comprehension, vocabulary and literacy, and phonics and �uency. 128 pages

32BCA–BKF563 $24.95ISBN 978-1-936765-53-9

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

By David A. Sousa

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

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

What Principals Need to Know About Differentiated Instruction

By Gayle Gregory

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

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

What Principals Need to Know About Teaching and Learning Mathematics

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

This must-have resource offers support and encouragement for improved mathematics achievement across every grade level. With an emphasis on Principles and Standards for School Mathematics and Common Core State Standards, this book covers the importance of mathematics content, learning and instruction, and mathematics assessment. 136 pages

32BCA–BKF501 $24.95ISBN 978-1-935543-55-8

What Principals Need to Know About Teaching and Learning Science

By Eric C. Sheninger and Keith Devereaux

2nd Edition This accessible resource offers practical strategies for increasing student achievement in science and fostering a school environment that supports the science curriculum. With checklists, assessments, and reproducibles that you can share with stakeholders, discover how to improve science instruction and sustain a strong science program. 136 pages

32BCA–BKF544 $24.95ISBN 978-1-935543-58-9

Leadership 39

“Communication through social media tools gives stakeholders reasons to feel emotionally connected to the mission of the school or district and to feel con�dent in your ability to get the job done.”

—Why Social Media Matters

Leadership

Leading With TrustHow to Build Strong School Teams

By Susan Stephenson

Identify causes of distrust, and learn how to discuss traditionally taboo topics. This book offers strategies based on substantial �ndings from the latest research. Activities help team leaders engage staff and move the community toward a more trusting environment. 264 pages

32BCA–BKF282 $34.95ISBN 978-1-934009-46-8

Developing Connective LeadershipSuccesses With Thinking Maps®

By Larry Alper, Kimberly Williams, and David Hyerle

Explore leadership from the inside out, and de�ne a visual language for thinking with Thinking Maps®. Examine personal re�ectiveness, interpersonal interactions, schoolwide change processes, and more— all to bring you back to leading connectively and collaboratively. 168 pages

32BCA–BKF367 $24.95ISBN 978-1-935249-72-6

Thinking Maps© is a registered trademark of Thinking Maps, Inc. The trademark has been used with permission.

Leadership 180Daily Meditations on School Leadership

By Dennis Sparks

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

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

Why Social Media MattersSchool Communication in the Digital Age

By Kitty Porter�eld and Meg Carnes

Foreword by Daniel A. Domenech

Here’s everything you need to know to begin building a social media platform that nurtures relationships and garners support from your key stakeholders, including step-by-step instructions on how to use three of today’s most popular tools for social media: Twitter, Facebook, and blogs. 160 pages

32BCA–BKF465 $19.95ISBN 978-1-935542-96-4

A Joint Publication With the American Association of School Administrators

Five Big IdeasLeading Total Instructional Alignment

By Lisa Carter

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

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

The School Board FieldbookLeading With Vision

By Mark Van Clay and Perry Soldwedel

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

32BCA–BKF269 $24.95ISBN 978-1-934009-44-4

A Joint Publication With the American Association of School Administrators

40

100 Days to Leadership Impact

By Casey Reason

Examine the critical impact points to identify and develop upon assuming a new leadership role in any organization. 160 pages; 6 x 9; hardcover with dust jacket

32BCA–BKN003 $19.95ISBN 978-0-9827029-2-5

BrainworkThe Neuroscience Behind How We Lead Others

By David A. Sousa

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

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

Shifting the MonkeyThe Art of Protecting Good People From Liars, Criers, and Other Slackers

By Todd Whitaker

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

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

Intentional Leadership12 Lenses for Focusing Strengths, Managing Weaknesses, and Achieving Your Purpose

By Jane A. G. Kise

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

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

The Ball

By Todd Whitaker

Through this heartwarming parable, best-selling author Todd Whitaker reminds you of the importance of keeping your focus and remaining true to yourself. 96 pages; 5 x 7; hardcover with dust jacket

32BCA–BKN001 $16.95ISBN 978-0-9827029-0-1

30-minute DVD for computer use only32BCA–DVN001 $16.95

UPC 815837010005

Peak Performance Under PressureHow to Achieve Extraordinary Results Under the Most Dif�cult Circumstances

By Bill Driscoll

With Peter Joffre Nye

NEW! Naval Flight Of�cer Ace and TOPGUN instructor Bill Driscoll demonstrates how his own aerial dog�ghts—and the preparation for them—can help guide high-risk corporate decisions. 244 pages; 6 x 9; hardcover with dust jacket

32BCA–BKN002 $24.95ISBN 978-0-9827029-1-8

Triple Nickel Press publishes innovative business books with a commitment to improving the practices of individuals and organizations. Our books cover a wide range of categories, marrying nontraditional topics and encouraging global practices in a �at and open world.

Tackle crucial leadership issues head on

triplenickelpress.com

Assessment 41

Embedded Formative Assessment

By Dylan Wiliam

Bestseller Formative assessment plays an important role in increasing teacher quality and student learning when it’s viewed as a process rather than a tool. Emphasizing the instructional side of formative assessment, this book explores in depth the use of classroom questioning, learning intentions and success criteria, feedback, collaborative and cooperative learning, and self-regulated learning to engineer effective learning environments for students. 200 pages

32BCA–BKF418 $29.95ISBN 978-1-934009-30-7

• Discover �ve key strategies with research evidence to show the impact of each.

• Find over 50 practical techniques for classroom formative assessment.

• Explore classroom questioning, learning intentions and success criteria, feedback, collaborative and cooperative learning, and self-regulated learning.

• Learn why educational achievement matters now more than ever.

• Witness how minor changes in instruction can effect powerful changes in achievement.

Assessment

Assessment NOW InstitutePresenters: Victoria L. Bernhardt, Douglas Fisher, Tammy He�ebower, Tom Hierck, Timothy D. Kanold, Robert J. Marzano, Chris Jakicic, Beth Parrott Reynolds, and Nicole Vagle

Learning Outcomes

• Learn how to use common assessments to integrate the CCSS.

• Establish frameworks for reinforcing rigor and relevance in assessment design.

• Create assessment tasks that integrate collaboration, creativity, communication, and higher-level thinking skills.

• Explore item development in assessment design, and create rubrics aligned to performance tasks.

• Discover how to create local rigorous and relevant assessments.

Create and implement assessments aligned with the Common Core

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

Register now!solution-tree.com/AssessmentNOW

October 21–23 Atlanta, GA

Douglas Fisher

Victoria L. Bernhardt

Tammy He�ebower

Timothy D. Kanold

Tom Hierck

Robert J. Marzano

Cassandra Erkens

Sarah Schuhl

Nicole Vagle

Cassandra Cassandra Sarah Sarah

Nicole Nicole

solution-tree.com 800.733.6786 42 Assessment

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

—Chris Jakicic, author

Assessment

Common Formative AssessmentA Toolkit for Professional Learning Communities at Work™

By Kim Bailey and Chris JakicicForeword by Richard DuFour and Rebecca DuFour

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

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

Building Common Assessments Workshops

Learning Outcomes

• Understand the rationale for using common formative assessments.

• Learn the common formative assessment process from beginning to end.

• Focus on the keys to accurate design and effective use of assessments.

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

Register now!solution-tree.com/workshops

March 11–12 San Antonio, TX March 18–19 Milpitas, CA April 2–3 Dallas, TX April 2–3 St. Paul, MN April 15–16 Albuquerque, NM April 22–23 Omaha, NE April 29–30 West Palm Beach, FL May 14–15 Bellevue, WA

May 16–17 San Diego, CA September 23–24 Boston, MA October 1–2 Hunt Valley, MD October 14–15 Tampa, FL November 12–13 Santa Ana, CA November 18–19 Las Vegas, NV November 18–19 St. Paul, MN December 4–5 Bellevue, WA

Formative Assessment & Standards-Based Grading

By Robert J. Marzano

Bestseller Learn everything you need to know to implement an integrated system of assessment and grading. The author explains how to design, interpret, and systematically use three different types of formative assessments and how to track student progress and assign meaningful grades. 184 pages

32BCA–BKL003 $29.95ISBN 978-0-9822592-2-1

Published by Marzano Research Laboratory

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

Featuring Robert J. Marzano

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

32BCA–DVF040 $195.00UPC 811796010377

Kay Burke

Online Course

Kay BurkeKay Burke

Assessment 43

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

Assessment

Assessments for State and Common Core Standards Workshops

Learning Outcomes

• Review the six shifts in the CCSS.

• Preview assessments proposed by SBAC and PARCC.

• Target and repack essential state standards or the CCSS into teacher checklists to guide instruction.

• Recognize the difference between a standards-referenced classroom and a standards-embedded classroom.

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

Register now!solution-tree.com/workshops

March 25–26 Boston, MAApril 15–16 Glenview, IL

November 14–15 Santa Ana, CA

Using Formative Assessment in the RTI Framework

By Kay Burke and Eileen Depka

RTI and formative assessment have the potential to positively impact student achievement. Understand the basics of RTI and its connection to formative assessment and base instructional decisions on the results of effective formative assessment practices. Learn how to adjust instruction to increase levels of student understanding and achievement with the information, tools, and techniques presented in this practical guide. 144 pages

32BCA–BKF369 $24.95ISBN 978-1-935249-74-0

Balanced AssessmentFrom Formative to Summative

By Kay Burke

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

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

Presenter: Kay Burke

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

Included eBook: Balanced AssessmentCEU: 32BCA–KDS013 $279.00

Graduate Credit: 32BCA–KDS014 $499.00

Assessment and the Common Core State Standards

solution-tree.com 800.733.6786 44 Assessment

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

—Rede�ning Fair

Assessment

Grading and LearningPractices That Support Student Achievement

By Susan M. Brookhart

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

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

Rede�ning FairHow to Plan, Assess, and Grade for Excellence in Mixed-Ability Classrooms

By Damian Cooper

Foreword by Michael Fullan

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

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

Elements of GradingA Guide to Effective Practice

By Douglas B. Reeves

Learn several strategies for improving grading practices, while examining the common arguments against reform. With this practical guide, you can improve grading to meet four essential criteria—accuracy, fairness, speci�city, and timeliness—and also make the process quicker and more ef�cient. 152 pages

32BCA–BKF410 $24.95ISBN 978-1-935542-12-4

Grading A Guide to Effective Practice

Presenters: Kristine Nielsen and Douglas B. Reeves

Learn processes for evaluating your current grading system, discussing contentious grading issues with colleagues, and engaging all stakeholders in the feedback and grading process.

Included eBook: Elements of GradingCEU: 32BCA–KDS028 $279.00

Graduate Credit: 32BCA–KDS029 $499.00

Online Course

Content, Then ProcessTeaching Learning Communities in the Service of Formative Assessment

Featuring Dylan Wiliam

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

32BCA–DVF058 $195.00UPC 811796010544

Ahead of the CurveThe Power of Assessment to Transform Teaching and Learning

Edited by Douglas B. Reeves

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

Bestseller Get the anthology that offers the ideas and recommendations of many of the world’s leaders in assessment. Many perspectives on effective assessment design and implementation culminate in a call for redirecting assessment to improve student achievement and inform instruction. 280 pages; hardcover

32BCA–BKF232 $34.95ISBN 978-1-934009-06-2

Assessment Experts

Assessment 45

Let our presenters come to you! Book a customized on-site PD experience today.

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

Assessment

The Principal as Assessment Leader

Edited by Thomas R. Guskey

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

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

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

The Teacher as Assessment Leader

Edited by Thomas R. Guskey

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

Meaningful examples, expert research, and real-life experiences illustrate the capacity and responsibility every educator has to ignite positive change. Packed with practical strategies for designing, analyzing, and using assessments, this book shows how to turn best practices into usable solutions. 280 pages

32BCA–BKF345 $29.95ISBN 978-1-934009-49-9

Kim Bailey

Eileen Depka

Tom Hierck

Chris Jakicic

Douglas B. Reeves

Nicole Vagle

Cassandra Erkens

Margo Gottlieb

Merrilou Harrison

Sandra Herbst

Susan M. Brookhart

Kay Burke

Damian Cooper

Anne Davies

See the need for an assessment system rather than just assessing for assessment’s sake.

Develop and re�ne common formative assessment with a focus on the Common Core State Standards.

Create assessments that are designed to provide data about what to do next for students.

Make data processes effective and ef�cient in the real world of schools.

Call 888.763.9045 to start a conversation about your next steps.

solution-tree.com/speakers/pd-services

solution-tree.com 800.733.6786 46 Assessment

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

Assessment

Making Classroom Assessment Work

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. 136 pages

32BCA–BKF520 $24.95ISBN 978-1-935543-88-6

Quality Assessment in High SchoolsAccounts From Teachers

Edited by Anne Davies, Sandra Herbst, and Kathy Busick

NEW! This collection of research-based tips and examples supports the need for assessment to enhance student learning and makes K–12 educators’ jobs easier and more effective. Authors from a variety of disciplines share �rsthand accounts and strategies.

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

Transforming Schools and Systems Using AssessmentA Practical Guide

By Anne Davies, Sandra Herbst, and Beth Parrott Reynolds

Foreword by Paul LeMahieu

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

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

Conferencing and Reporting

By Kathleen Gregory, Caren Cameron, and Anne Davies

Foreword by Rick Stiggins

2nd Edition Learn practical ways to involve students in the assessment process. The authors share the 10 best ways to have students re�ect on their learning, collect evidence of learning, share that evidence with others, and ask for speci�c feedback to support further learning. 80 pages

32BCA–BKF512 $17.95ISBN 978-1-935543-79-4

Setting and Using Criteria

By Kathleen Gregory, Caren Cameron, and Anne Davies

Foreword 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, speci�c feedback—all designed to improve the quality of their work while keeping them engaged and focused. 80 pages

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

Self-Assessment and Goal Setting

By Kathleen Gregory, Caren Cameron, and Anne Davies

Foreword 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. 80 pages

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

All titles on this page are by Canadian authors.

Instruction 47

Motivating Students25 Strategies to Light the Fire of Engagement

By Carolyn Chapman and Nicole Vagle

Rede�ning FairHow to Plan, Assess, and Grade for Excellence in Mixed-Ability Classrooms

By Damian Cooper Foreword by Michael Fullan

Learn why students disengage and how to motivate them to achieve success with a �ve-step framework. Research-based strategies and fun activities show how to instill a lasting love of learning in students of any age. Classroom tips and troubleshooting advice for common motivation problems prepare readers for the real-world ups and downs of motivating students. 240 pages

32BCA–BKF371 $29.95ISBN 978-1-935249-78-8

• Acquire a practical motivation framework to light the �re of engagement for all students.

• Gain concrete, research-based strategies for counteracting both long-term and short-term disengagement.

• Understand how to build quality relationships with students in a classroom learning community.

• Explore the impact of positive reinforcement and feedback.

Learn how to de�ne pro�ciency accurately and differentiate to help all students achieve it. With a focus on mixed-ability classes, the author outlines instructional practices that engage, empower, and motivate students. Using stories, strategies, case histories, and sample documents, he explains how to implement equitable instruction, assessment, grading, and reporting practices for diverse 21st century learners. 200 pages

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

• Review examples of ways to respond to resistance to new assessment methods.

• Gain instructional practices that engage, empower, and motivate students.

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

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

Instruction

Online Course

solution-tree.com 800.733.6786 48 Instruction

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

—David A. Sousa, author

Instruction

Differentiation and the BrainHow Neuroscience Supports the Learner-Friendly Classroom

By David A. Sousa and Carol Ann Tomlinson

Examine the basic principles of differentiation in light of what current research on educational neuroscience has revealed. This research pool offers information and insights that can help educators decide whether certain curricular, instructional, and assessment choices are likely to be more effective than others. Learn how to implement differentiation so that it achieves the desired result of shared responsibility between teacher and student. 216 pages

32BCA–BKF353 $29.95ISBN 978-1-935249-59-7

Differentiation and the Brain

Presenters: David A. Sousa and Carol Ann Tomlinson

Discover the components of a brain-friendly curriculum, along with a model for teachers to set up a differentiated classroom.

Included eBook: Differentiation and the BrainCEU: 32BCA–KDS024 $279.00

Graduate Credit: 32BCA–KDS025 $499.00

Mind, Brain, & EducationNeuroscience Implications for the Classroom

Edited by David A. Sousa

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

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

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

Defensible DifferentiationWhat Does It Take to Get It Right?

Featuring Carol Ann Tomlinson

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

32BCA–DVF053 $195.00UPC 811796010506

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

Instruction 49

“When student success becomes the only thing schools focus on, the path becomes clear. Schools must �nd ways to harness the power of the faculty in service of students.”

—Supporting Differentiated Instruction

Instruction

The 5 Dimensions of Engaged TeachingA Practical Guide for Educators

By Laura Weaver and Mark Wilding

Engaged teaching recognizes that educators need to offer more than lesson plans and assessments for students to thrive in the 21st century. Equip your students to be resilient individuals, able to communicate effectively and work with diverse people. The authors contend that students must develop their emotional and social skills as thoroughly as their academic skills, and that teachers must cultivate this growth.

Available May 201332BCA–BKF601 $29.95

ISBN 978-1-936764-48-8

Think Big, Start SmallHow to Differentiate Instruction in a Brain-Friendly Classroom

By Gayle Gregory and Martha Kaufeldt

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

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

Supporting Differentiated InstructionA Professional Learning Communities Approach

By Robin J. Fogarty and Brian M. Pete

Foreword by Jay McTighe

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

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

Let our presenters come to you! Book a customized on-site PD experience today.

Instruction Experts

Gale Gregory

Carol Ann Tomlinson

Robin J. Fogarty

Martha Kaufeldt

Jane A. G. Kise

David A. Sousa

Understand the research on learning, attention, memory, emotions, and stress.

Create a safe and secure brain-friendly environment that maximizes student learning.

Develop low-prep and high-yield strategies for assessing student knowledge, interests, and preferences.

Modify your instructional delivery to engage students more quickly.

Call 888.763.9045 to start a conversation about your next steps.

solution-tree.com/speakers/pd-services

Online Course

solution-tree.com 800.733.6786 50 Instruction

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

Instruction

MARZANO Research Laboratory

Coaching Classroom Instruction

By Robert J. Marzano and Julia A. Simms

With Tom Roy, Tammy He�ebower, and Phil Warrick

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

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

Becoming a Re�ective Teacher

By Robert J. Marzano

With Tina Boogren, Tammy He�ebower, Jessica Kanold-McIntyre, and Debra J. Pickering

Bestseller Learn how to combine a model of effective instruction with goal setting, focused practice, focused feedback, and observations to improve your instructional practices. Included are 280 strategies related to the 41 elements of effective teaching shown to enhance student achievement. 256 pages

32BCA–BKL011 $34.95ISBN 978-0-9833512-3-8

Becoming a Re�ective Teacher

Presenter: Robert J. Marzano

Develop teaching expertise by using re�ective processes to examine your practice, set growth goals, and use focused practice and feedback to achieve those goals.

Included eBook: Becoming a Re�ective TeacherCEU: 32BCA–KDS022 $279.00

Graduate Credit: 32BCA–KDS023 $499.00

Companion Resources Stringent teacher evaluation requirements may make headlines, but the real news is how dedicated teachers and administrators work together to improve student learning. These companion resources—the �rst for administrators and the second for teachers—focus on getting great results from all levels of re�ective practice.

Published by Marzano Research Laboratory

Supervising the Art and Science of TeachingA New Approach to Lesson Observation and Lesson Design

Featuring Robert J. Marzano

Bestseller Dr. Marzano guides you through 10 critical areas of instructional practice, fundamental segments of classroom instruction, and a protocol for monthly re�ective practice meetings. 91-minute DVD with presentation; CD with presentation handouts and supporting resources

32BCA–DVF041 $195.00UPC 811796010384

Developing Expert Teachers

Featuring Robert J. Marzano

Bestseller Dr. Marzano provides a blueprint for how schools and districts can develop teacher expertise. 130-minute DVD with presentation; CD with presentation handouts and supporting resources

32BCA–DVF051 $195.00UPC 811796010469

Limited budget?

Buy 10 or more of the same title and save.

10–49 copies 10%50–99 copies 20%100+ copies 30%

Visit solution-tree.com to learn more.

Online Course

Instruction 51

“There is a direct link between an understanding of academic vocabulary and an understanding of academic content.”

—Vocabulary Games for the Classroom

Instruction

MARZANO Research Laboratory

The Highly Engaged Classroom

By Robert J. Marzano and Debra J. Pickering

With Tammy He�ebower

Bestseller Gain an in-depth understanding of how to generate high levels of student attention and engagement. Using the suggestions in this book, every teacher can create a classroom environment where engagement is the norm, not the exception. 240 pages

32BCA–BKL005 $29.95ISBN 978-0-9822592-4-5

Published by Marzano Research Laboratory

Motivating and Engaging Students

Presenters: Robert J. Marzano and Debra J. Pickering

Learn how to raise students’ energy levels, demonstrate a positive demeanor, express enthusiasm, and use humor to engage and motivate students.

Included eBook: The Highly Engaged ClassroomCEU: 32BCA–KDS010 $279.00

Graduate Credit: 32BCA–KDS011 $499.00

Vocabulary Games for the Classroom

By Lindsay Carleton and Robert J. Marzano

Bestseller Make direct vocabulary instruction fun and successful with this simple, straightforward, and easy-to-use book. Hundreds of vocabulary terms handpicked by Dr. Marzano cover four content areas and all grade levels. 272 pages

32BCA–BKL007 $34.95ISBN 978-0-9822592-6-9

Published by Marzano Research Laboratory

Using Common Core Standards to Enhance Classroom Instruction & Assessment

By Robert J. Marzano, David C. Yanoski, Jan K. Hoegh, and Julia A. Simms

With Tammy He�ebower and Phil Warrick

NEW! Discover how to weave an in-depth understanding of the Common Core into successful classroom practice with this two-part resource. You’ll learn how to power the standards with guided assessment and measure student progress in a way that accurately re�ects learning. 304 pages

32BCA–BKL015 $34.95ISBN 978-0-9833512-9-0

Published by Marzano Research Laboratory

Designing & Teaching Learning Goals & Objectives

By Robert J. Marzano

Design and teach effective learning goals and objectives by following strategies based on the strongest research available. This �rst book in The Classroom Strategies Series summarizes key research behind best practices and translates that research into step-by-step hands-on strategies. 152 pages

32BCA–BKL001 $24.95ISBN 978-0-9822592-0-7

Published by Marzano Research Laboratory

Teaching & Assessing 21st Century Skills

By Robert J. Marzano and Tammy He�ebower

In this clear, practical guide, the authors present a model of instruction and assessment based on a combination of cognitive skills (skills students will need to succeed academically) and conative skills (skills students will need to succeed interpersonally) necessary for the 21st century. 264 pages

32BCA–BKL009 $34.95ISBN 978-0-9833512-0-7

Published by Marzano Research Laboratory

solution-tree.com 800.733.6786 52 Instruction

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

—Teaching for Diversity

Instruction

You’ve Got to Reach Them to Teach Them Hard Facts About the Soft Skills of Student Engagement

By Mary Kim Schreck

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

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

Motivating Students Who Don’t CareSuccessful Techniques for Educators

By Allen N. Mendler

Spark enthusiasm in your classroom. Proven strategies and �ve effective processes (emphasizing effort, creating hope, respecting power, building relationships, and expressing enthusiasm) empower you to reawaken motivation in students who aren’t prepared, don’t care, and won’t work. 80 pages

32BCA–BKF360 $17.95ISBN 978-1-935249-67-2

Why Culture CountsTeaching Children of Poverty

By Donna Walker Tileston and Sandra K. Darling

Foreword by Belinda Williams

Afterword by Rosilyn Carroll

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

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

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.

From Rage to HopeStrategies for Reclaiming Black & Hispanic Students

By Crystal Kuykendall

Foreword by Asa G. Hilliard III

Bestseller 2nd Edition Get an authentic view of academic underachievement, apathy, and rage among America’s Black and Hispanic youth. Become an empowered Merchant of Hope armed with positive strategies for reaching these students and sparking motivation toward achievement. 304 pages

32BCA–BKF157 $29.95ISBN 978-1-932127-15-7

Teaching for DiversityA Guide to Greater Understanding

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. 216 pages

32BCA–BKF400 $24.95ISBN 978-1-935542-01-8

A Joint Publication With Phi Delta Kappa International

Instruction 53

“Creative and critical thinking are vital in today’s world of rapid change, competition, and information that constantly demands judgment.”

—Teaching Our Children to Think

Instruction

Enriched Learning ProjectsA Practical Pathway to 21st Century Skills

By James A. Bellanca

Translate standards-based content into enriched learning projects that build 21st century skills. A valuable tool for teachers, this book uses an enriched learning projects model to develop student skills in communication, collaboration, critical thinking, creativity, and global and cross-cultural awareness. It highlights e-tools that enhance projects and presents research-based instructional strategies that engage students. 248 pages

32BCA–BKF296 $29.95ISBN 978-1-934009-74-1

Teaching Our Children to Think

By John Langrehr

Move students from simply memorizing content to making meaningful connections. More than 200 user-friendly exercises show you how to help students develop many of the valuable critical and creative thinking skills that have been identi�ed by educators as essential, including questioning, classifying, inferring, and predicting. 216 pages; grades 4–12

32BCA–BKF106 $24.95ISBN 978-1-879639-76-8

Adventure Education for the Classroom CommunityOver 90 Activities for Developing Character, Responsibility, and the Courage to Achieve

By Laurie S. Frank and Ambrose Panico

New Edition Engage your students in building a classroom community that supports character development, academic excellence, and individual and social responsibility. This character education curriculum is packed with activities that motivate students to choose positive behavior. 400 pages; spiral-bound

32BCA–BKF565 $34.95ISBN 978-1-936765-96-6

Backward Design

Featuring Jay McTighe

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

32BCA–DVF055 $195.00UPC 811796010520

On Excellence in Teaching

Edited by Robert J. Marzano

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

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

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

solution-tree.com 800.733.6786 54 Instruction

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

—Teaching Empathy

Instruction

Teaching EmpathyA Blueprint for Caring, Compassion, and Community

By David A. Levine

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

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

Building Classroom CommunitiesStrategies for Developing a Culture of Caring

By David A. Levine

Create a uni�ed, caring classroom in which all students love to learn and feel a sense of belonging. Developed from the author’s experience, this resource helps you create an emotionally safe environment, teach empathy as a primary skill, and much more. 136 pages; grades K–8

32BCA–BKF391 $19.95ISBN 978-1-935249-91-7

Laughing MattersStrategies for Building a Joyful Learning Community

By Susan Stephenson and Paul Thibault

Use the power of fun and humor to transform your learning community. Based on research that reveals the deep bene�ts of humor, this book engages teachers with pages of laughter-inducing strategies for enhancing learning potential and increasing educator effectiveness. 144 pages

32BCA–BKF213 $19.95ISBN 978-1-932127-91-1

Head of the ClassThe Collected Kappan Cartoons for Educators

By Phi Delta Kappa International

Treat yourself and your colleagues to a healthy dose of laughter. A compilation of the best cartoons ever published in Phi Delta Kappan, this book offers school administrators, teachers, staff, and parents witty glimpses of life in education. 176 pages

32BCA–BKF328 $16.95ISBN 978-1-935249-36-8

A Joint Publication With Phi Delta Kappa International

Making Homework Matter

Featuring Cassandra Erkens

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

32BCA–DVF039 $195.00UPC 811796010360

Focused InstructionAn Innovative Teaching Model for All Learners

By Gwen Doty

Effectively respond to diverse learning styles and achievement levels with strategies and reproducible tools to help you customize, scaffold, and layer your instruction. Reach every student in the classroom, while still holding all students accountable for learning. 176 pages

32BCA–BKF362 $24.95ISBN 978-1-935249-65-8

21st Century Skills and Technology 55

Learn how to harness students’ natural curiosity to develop self-directed learners. Discover how technology allows students to take ownership of their learning, create and share learning tools, and participate in work that is meaningful to them and others. Real-life examples illustrate how every student can become a teacher and a global publisher. The embedded QR codes link to supporting websites. 104 pages

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

• Read real-life examples that illustrate how technology is revolutionizing instruction and learning.

• Develop techniques that will enable your students to own and direct their learning.

• Discover hidden opportunities to create your own Digital Learning Farm communities.

Create a connected learning community through social media and rediscover the power of being a learner �rst. After uncovering the theories and research behind the signi�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. 208 pages

32BCA–BKF478 $29.95ISBN 978-1-935543-17-6

• Examine chapter-speci�c author vignettes to understand leading and learning in networks and communities.

• Gain step-by-step instructions on how to utilize a particular technology tool.

• Explore relevant, real-life examples of educators using technology tools to enhance learning in their classrooms and schools.

• Read the research behind the authors’ connected learning community model and scale.

21st Century Skills and Technology

The Connected Educator Learning and Leading in a Digital Age

By Sheryl Nussbaum-Beach and Lani Ritter Hall

Who Owns the Learning?Preparing Students for Success in the Digital Age

By Alan November

Let our presenters come to you! Book a customized on-site PD experience today.

Call 888.763.9045 to start a conversation about your next steps.

solution-tree.com/speakers/pd-services

solution-tree.com 800.733.6786 56 21st Century Skills and Technology

“Getting students ready to tackle tomorrow’s challenges means helping them develop a new set of skills and fresh ways of thinking that they won’t acquire through textbook-driven instruction.”

—Bringing Innovation to School

21st Century Skills and Technology

Bringing Innovation to SchoolEmpowering Students to Thrive in a Changing World

By Suzie BossForeword by Chris Lehmann

The Global SchoolConnecting Classrooms and Students Around the World

By William Kist

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

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

Personal Learning NetworksUsing the Power of Connections to Transform Education

By Will Richardson and Rob Mancabelli

Follow this road map for using the web for learning. Learn how to build your own learning network. Use learning networks in the classroom and make the case for schoolwide learning networks to improve student outcomes. 168 pages

32BCA–BKF484 $24.95ISBN 978-1-935543-27-5

Explore the characteristics of the iGeneration and 21st century classrooms.

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

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

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

21st Century Skills and Technology Experts

Angela Maiers

Sheryl Nussbaum-

Beach

Will Richardson

Suzie Boss

William M. Ferriter

William Kist

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

32BCA–BKF546 $24.95ISBN 978-1-936765-26-3

Online Course

21st Century Skills and Technology 57

“The learning habits and attitudes that we teach our students will enable them to become effective contributors to this world.”

—Classroom Habitudes

21st Century Skills and Technology

Classroom HabitudesTeaching Habits and Attitudes for 21st Century Learning

By Angela Maiers

Teaching the iGeneration5 Easy Ways to Introduce Essential Skills With Web 2.0 Tools

By William M. Ferriter and Adam Garry

Find the natural overlap between the work you already believe in and the digital tools that de�ne tomorrow’s learning. Each chapter introduces an enduring life skill and a digital solution to enhance traditional skill-based instructional practices. A collection of handouts and supporting materials ends each chapter. 256 pages

32BCA–BKF393 $34.95ISBN 978-1-935249-93-1

Teaching the iGeneration WorkshopsPresenter: William M. Ferriter

March 27–28 San Diego, CA April 4–5 St. Paul, MN

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

Register now!solution-tree.com/workshops

Using Web 2.0 in Teaching and Instruction

Presenters: William M. Ferriter and Adam Garry

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

Included eBook: Teaching the iGenerationCEU: 32BCA–KDS026 $279.00

Graduate Credit: 32BCA–KDS027 $499.00

Using Web 2.0 in Teaching and Instruction

Presenters: and

Discover how you can use today’s technology to create classroom experiences that encourage your students to learn. The presenters help you see the world as

Creating a Digital-Rich ClassroomTeaching & Learning in a Web 2.0 World

By Meg Ormiston

Design and deliver standards-based lessons in which technology plays an integral role. This book provides a research base and practical strategies for using web 2.0 tools to create engaging lessons that transform and enrich content. 160 pages

32BCA–BKF385 $19.95ISBN 978-1-935249-87-0

Revised Edition You know students need to acquire 21st century skills. But how do you work those skills into the curriculum? Learn how to use the content you already teach to challenge students to think critically, collaborate with others, solve new problems, and adapt to change across new learning contexts. Help students build the seven habitudes—habits of disciplined decisions and speci�c attitudes—they need to succeed. 160 pages; grades K–8

32BCA–BKF542 $24.95ISBN 978-1-935542-62-9

solution-tree.com 800.733.6786 58 21st Century Skills and Technology

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

21st Century Skills and Technology

21st Century SkillsRethinking How Students Learn

Edited by James A. Bellanca and Ron Brandt

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

Foreword by Ken Kay

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

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

21st Century Skills

Presenter: James A. Bellanca

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

Included eBook: 21st Century SkillsCEU: 32BCA–KDS036 $279.00

Graduate Credit: 32BCA–KDS037 $499.00

Online Course

21st Century Readiness for Every Student

Featuring Ken Kay

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

32BCA–DVF056 $195.00UPC 811796010490

21st Century Learning in a Networked WorldFor Our Students and Ourselves

Featuring Will Richardson

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

32BCA–DVF050 $195.00UPC 811796010452

21st Century Skills WorkshopPresenters: William M. Ferriter, Cheryl Lemke, and Will Richardson

October 28–29 Ottawa, ON

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

Register now!solution-tree.com/workshops

Teaching & Assessing 21st Century Skills

By Robert J. Marzano and Tammy He�ebower

In this clear, practical guide, the authors present a model of instruction and assessment based on a combination of cognitive skills (skills students will need to succeed academically) and conative skills (skills students will need to succeed interpersonally) necessary for the 21st century. 264 pages

32BCA–BKL009 $34.95ISBN 978-0-9833512-0-7

Published by Marzano Research Laboratory

Literacy 59

NEW! With the advent of the Common Core State Standards and high expectations with regard to content literacy, some secondary teachers are scrambling for what to do and how to do it. This book provides an accessible plan for implementing content literacy and offers 20 research-based literacy strategies designed to help students meet those standards and become expert readers. 328 pages; grades 6–12

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

• Learn 20 literacy strategies to help students become expert readers.

• Access activities, lesson plans, organizers, and other research-based tools that promote secondary content literacy.

• Strengthen your understanding of CCSS for English language arts and literacy in history/social studies, science, and technical subjects for grades 6–12.

NEW! Discover research-based tips and strategies to improve literacy in upper elementary and middle school classrooms. Teachers, preteachers, and teacher preparation institutions will �nd this an invaluable resource for helping students master assignments in reading, writing, speaking, and listening, as encouraged by the Common Core State Standards. Topics include teaching close reading and writing, engaging students, making literacy instruction meaningful, and more. 208 pages

32BCA–BKF594 $29.95ISBN 978-1-936764-37-2

• Engage students in cognitive conversations around speaking, writing, and reading.

• Transform students into independent thinkers and questioners.

• Buoy rigorous instruction by embedding it in a supportive, engaging environment.

• Communicate concepts like narrative, perspective, and metaphor.

• Encourage and model questioning.

• Use soft skills and novelty to reach reluctant students.

Literacy

20 Literacy Strategies to Meet the Common CoreIncreasing Rigor in Middle & High School Classrooms

By Elaine K. McEwan-Adkins and Allyson J. Burnett

From Tired to InspiredFresh Strategies to Engage Students in Literacy

By Mary Kim Schreck

solution-tree.com 800.733.6786 60 Literacy

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

—Teaching Students to Read Like Detectives

Literacy

Teaching Students to Read Like Detectives Comprehending, Analyzing, and Discussing Text

By Douglas Fisher, Nancy Frey, and Diane Lapp

Prompt students to become the sophisticated readers, writers, and thinkers they need to be to achieve higher learning. The authors explore the important relationship between text, learner, and learning. With an array of methods and assignments to establish critical literacy in a discussion-based and re�ective classroom, you’ll encourage students to �nd meaning and cultivate thinking from even the most challenging expository texts. 176 pages

32BCA–BKF499 $24.95ISBN 978-1-935543-52-7

Common Core English Language Arts in a PLC at Work™ series

See page 6 for the Common Core series by Douglas Fisher, Nancy Frey, and Cynthia L. Uline

Literacy 2.0Reading and Writing in 21st Century Classrooms

By Nancy Frey, Douglas Fisher, and Alex Gonzalez

Students in the 21st century must incorporate traditional literacy skills into a mastery of technology for communicating and collaborating in new ways. This book offers speci�c teaching strategies for developing students’ skills related to acquiring, producing, and sharing information. 152 pages; grades 6–12

32BCA–BKF373 $24.95ISBN 978-1-935249-80-1

Power Tools for Adolescent LiteracyStrategies for Learning

By Jan Rozzelle and Carol Scearce

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

32BCA–BKF261 $29.95ISBN 978-1-934009-35-2

Rebuilding the FoundationEffective Reading Instruction for 21st Century Literacy

Edited by Timothy V. Rasinski

By Peter Af�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

This book presents a deep and thoughtful conversation about what is meant by effective reading instruction for all students. 352 pages; hardcover

32BCA–BKF399 $34.95ISBN 978-1-935542-00-1

Elaine K. McEwan-Adkins

Literacy 61

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

“One of the most powerful ways to improve the behavior of challenging students is to �nd curricula and teaching methods to ensure success in literacy learning.”

—Collaborative Teacher Literacy Teams, K–6

Literacy

Literacy Look-ForsAn Observation Protocol to Guide K–6 Classroom Walkthroughs

By Elaine K. McEwan-Adkins

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

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

Collaborative Teacher Literacy Teams, K–6Connecting Professional Growth to Student Achievement

By Elaine K. McEwan-Adkins

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

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

Elementary Reading Intervention Strategies, Grades K–6

Presenter: Elaine K. McEwan-Adkins

Gain research-based strategies to use one-on-one or with small groups of struggling students to help them become con�dent readers.

Included eBook: 40 Reading Intervention Strategies for K–6 Students

CEU: 32BCA–KDS016 $279.00Graduate Credit: 32BCA–KDS017 $499.00

Online Course

Elementary Reading Intervention Strategies Workshops

March 11–12 Bellevue, WA April 17–18 Glenview, IL May 6–7 St. Paul, MN

Learning Outcomes

• Learn the critical attributes of instruction for students at risk of reading failure.

• Acquire reading intervention strategies for phonemic awareness, word identi�cation, �uency, vocabulary, and comprehension.

• Design an intervention lesson based on your core program.

September 25–26 Boston, MA October 14–15 Omaha, NE December 2–3 San Diego, CA

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

Register now!solution-tree.com/workshops

40 Reading Intervention Strategies for K–6 StudentsResearch-Based Support for RTI

By Elaine K. McEwan-Adkins

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

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

solution-tree.com 800.733.6786 62 Literacy

Literacy Experts

“We can make remarkable progress in proving students’ literacy pro�ciency when we move away from [a focus on reading speed] to �uency instruction that is authentic and engaging.”

—Timothy V. Rasinski, author

Literacy

Diane Lapp

Integrate literacy and academic language development across all content areas.

Build awareness of the impact of cultural understanding on student literacy.

Plan lessons that integrate literacy, language, and content.

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

Develop students’ ability to read complex text.

Patricia M. Cunningham

Allyson J. Burnett

Douglas Fisher

Nancy Frey

Elaine K. McEwan-Adkins

Get acquainted with research-based literacy instruction. Learning results start here.Ideas for Implementation 1. Talk with staff and examine the data to determine

your needs: Do leadership and staff share the expectations of teaching and learning outcomes? Is every staff member using effective, balanced literacy instruction? Are some grade levels or student populations lagging behind?

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

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

Literacy—at the core of empowered learning

Let our presenters come to you! Book a customized on-site PD experience today.

Call 888.763.9045 to start a conversation about your next steps.

solution-tree.com/speakers/pd-services

English Learners 63

Teaching Reading & Comprehension to English Learners, K–5

By Margarita Calderón

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

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

• Understand RTI in relation to ELs.

• Gain literacy strategies that are bene�cial not only for ELs, but also for all struggling or reluctant readers.

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

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

Presenter: Margarita Calderón

Align instructional practice for English learners with the Common Core! Dr. Calderón outlines techniques for elementary teachers seeking to improve the reading and comprehension skills of ELs in their classrooms. You will be led through the steps needed to select vocabulary for reading, preteach this vocabulary, and model comprehension strategies like think-alouds and partner reading. Writing and editing strategies complete the picture.

Included eBook: Teaching Reading & Comprehension to English Learners, K–5

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

• Develop a seven-step process to preteach vocabulary.

• Implement strategies to teach reading comprehension, including think-alouds and partner reading.

• Create strategies to teach writing and editing.

• Re�ect on your own practices with the goal of improving the reading, writing, and editing skills of ELs.Online Course

English Learners

solution-tree.com 800.733.6786 64 English Learners

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

—Implementing RTI With English Learners

English Learners

Implementing RTI With English Learners

By Douglas Fisher, Nancy Frey, and Carol Rothenberg

Learn why response to intervention is the ideal framework for supporting English learners. Find clear guidelines for distinguishing between lack of language pro�ciency and learning disability. Follow the application and effectiveness of RTI through the stories of four representative students of varying ages, nationalities, and language pro�ciency levels. Throughout the book, the authors illustrate the bene�ts of implementing RTI in a professional learning community. 160 pages

32BCA–BKF397 $24.95ISBN 978-1-935249-97-9

Common Language Assessment for 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 �nd organizing principles, lead questions, and action steps all directing you toward collaborative assessment. 192 pages

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

Let our presenters come to you! Book a customized on-site PD experience today.

English Learners ExpertsConstruct common assessments for ELs.

Restructure roles so that all teachers are accountable for ELs’ learning.

Implement systems for student assessment and placement.

Observe, coach, and evaluate teachers of ELs.

Teach academic vocabulary, reading, and writing using evidence-based instruction.

Train ESL/ELD and mainstream teachers to address the language and literacy needs of ELs. Margarita

CalderónMargo

GottliebCarol

Rothenberg

Breaking ThroughEffective Instruction & Assessment for Reaching English Learners

Edited by Margarita Calderón

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

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

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

Call 888.763.9045 to start a conversation about your next steps.

solution-tree.com/speakers/pd-services

Youth at Risk 65

Youth at Risk

Breaking the Poverty BarrierChanging Student Lives With Passion, Perseverance, and Performance

By Ricardo LeBlanc-Esparza and William S. Roulston

Strong leadership, parent involvement, mentoring, data-based intervention, and high expectations are known factors in student success, but what do they really look like in practice—and are they as powerful as research says? This book illustrates the speci�c strategies and critical steps that transformed a school beset with poverty and shockingly low pro�ciency into a National Showcase School. 216 pages

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

•Gain academic intervention strategies to build change from the inside out.

• Learn additional strategies for handling negative student beliefs, attitudes, and traditions that get in the way of growth.

• Find reproducible letters to use in your own school.

Teaching Boys in Poverty

Presenters: Jim Littlejohn and Ruby K. Payne

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

Included eBook: Boys in PovertyCEU: 32BCA–KDS030 $279.00

Graduate Credit: 32BCA–KDS031 $499.00

• Counter the impact of poverty on boys’ development.

• Employ instructional strategies to accommodate the needs of boys from poverty through their physical, emotional, cognitive, and social development.

• Develop productive and nurturing relationships with boys from poverty in school settings.

Online CourseOnline Course

solution-tree.com 800.733.6786 66 Youth at Risk

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

—Ruby K. Payne, author

Youth at Risk

Boys in PovertyA Framework for Understanding Dropout

By Ruby K. Payne and Paul D. SlocumbForeword by Michael Gurian

Examine the risk factors for dropout among males living in poverty, especially generational poverty. Explore personal, community, and school system issues, including family dysfunction, disability, poor teaching, punitive discipline, and absence of differentiated instruction. Offering speci�c interventions, the book focuses on boys’ physical, emotional, cognitive, and social development and the unique problems of sensitive, gay, gifted, ADHD, and postadolescent males. 160 pages

32BCA–BKF383 $24.95ISBN 978-1-935542-22-3

Why Culture CountsTeaching Children of Poverty

By Donna Walker Tileston and Sandra K. Darling

Foreword by Belinda Williams

Afterword by Rosilyn Carroll

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

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

Reclaiming Youth at RiskOur Hope for the Future

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

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

32BCA–DVF011 $395.00UPC 811796010063

Reclaiming Youth at RiskOur Hope for the Future

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

Foreword by Archbishop Desmond Tutu

Bestseller Revised Edition A balance of wisdom drawn from Native American philosophies and Western psychology, this book offers a unique perspective for connecting with troubled students. It challenges educators to see youth at risk through new eyes and offers compelling, concrete alternatives for reclaiming them. 174 pages

32BCA–BKF116 $19.95ISBN 978-1-879639-86-7

solution-tree.com/resources

Want free resources? Browse the tools our authors have created for you.

Special Needs 67

Special Needs

Critical Conversations in Co-TeachingA Problem-Solving Approach

By Carrie Chapman and Cate Hart Hyatt

In this practitioner’s guide to building a quality collaborative relationship through critical conversations, the authors explain three co-teaching models and how co-teaching �ts within school improvement initiatives. Next, they present the critical conversations framework designed to foster dramatic improvements in the way educators communicate with their colleagues. The authors use practical examples and real-life stories to show how co-teaching strategies make a positive difference for students. 176 pages

32BCA–BKF428 $24.95ISBN 978-1-935542-32-2

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

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

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

Inclusion Strategies & Interventions

By Toby J. Karten

Inclusion means more than just preparing students to pass standardized tests and increasing academic levels. In inclusive classrooms, students with special educational needs are treated as integral members of the general education environment. Gain strategies to offer the academic, social, emotional, and behavioral bene�ts that allow all students to achieve their highest potential. 208 pages

32BCA–BKF381 $29.95ISBN 978-1-935543-23-7

• Understand interventions for particular categories of learners and subjects.

• Learn ways to organize the inclusive classroom using principles like RTI, differentiated instruction, understanding by design, universal design for learning, multiple intelligences, multisensory approaches, peer mentoring, and cooperative learning.

• Gain an overview of the laws that affect and in�uence inclusion practices.

solution-tree.com 800.733.6786 68 Special Needs

“Communication and behavior are inextricably linked, and it is important that we begin to recognize this connection in our work and relationships with children of all ages and abilities.”

—When Actions Speak Louder Than Words

Special Needs

Creating Successful Inclusion ProgramsGuidelines for Teachers and Administrators

By Martin Henley

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

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

When Actions Speak Louder Than WordsUnderstanding the Challenging Behaviors of Young Children and Students With Disabilities

By Kim Davis and Susan D. Dixon

Build your understanding of behavior as communication, and learn to interpret the messages behind the actions. This book provides information and tools to support all children whose primary way to communicate is through challenging behaviors. 216 pages; grades K–6

32BCA–BKF274 $29.95ISBN 978-1-934009-60-4

Making Math Accessible to Students With Special NeedsPractical Tips and Suggestions

By r4 Educated Solutions

These manuals offer tools and guidance to increase con�dence and competence so that 99 percent of students will be able to access enrolled grade-level mathematics. Chapters cover federal and state legislation, research-based instructional best practices, and alternative instruction and assessment practices.

Joint Publications With r4 Educated Solutions

Grades K–232BCA–BKF288 $29.95ISBN 978-1-934009-66-6

Grades 3–532BCA–BKF289 $29.95

ISBN 978-1-934009-67-3

Grades 6–832BCA–BKF290 $29.95ISBN 978-1-934009-68-0

Grades 9–1232BCA–BKF291 $29.95

ISBN 978-1-934009-69-7

Let our presenters come to you! Book a customized on-site PD experience today.

Special Needs ExpertsAddress challenging situations in the classroom head-on.

Overcome misconceptions about what causes students to act out.

Resolve con�ict ef�ciently at the root of its source.

Create an inclusive classroom environment.

Break down patterns of behavior that inhibit learning.

Carrie Chapman

Lee Ann Jung

Kim Davis

Toby J. Karten

Susan D. Dixon

Julie Schmidt

Jane Georges

Call 888.763.9045 to start a conversation about your next steps.

solution-tree.com/speakers/pd-services

Category 69Classroom Management and Behavior 69

Charlie Coleman

Tom HierckTom Charlie Charlie

Pyramid of Behavior InterventionsSeven Keys to a Positive Learning Environment

By Tom Hierck , Charlie Coleman , and Chris Weber

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

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

• Explore speci�c strategies with real-life examples and current research.

• Implement a behavior matrix that identi�es speci�c settings, expected behaviors, and application strategies.

• Build data-driven dialogue within collaborative teams.

• Support schoolwide efforts with a detailed �ve-step approach.

Classroom Management and Behavior

Pyramid of Behavior Interventions Workshops

Learning Outcomes

•Develop shared knowledge of the research behind behavior and behavior supports.

• Design districtwide policies aligned to research on positive support and reinforcement.

• Begin to build the components of a comprehensive pyramid of behavior interventions.

• Articulate a clearly de�ned checklist to help move the plan forward.

• Identify the ABCs of behavior assessment.

April 30–May 1 Milpitas, CA

May 16–17 Bellevue, WA

December 4–5 San Diego, CA

November 21–22 Toronto, ON

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

Register now! solution-tree.com/workshops

70 Category solution-tree.com 800.733.6786 70 Classroom Management and Behavior

“Our professional responsibility requires that we teach all students and make our best effort to excite even those who seem not to care.”

—Motivating Students Who Don’t Care

Classroom Management and Behavior

Power StrugglesSuccessful Techniques for Educators

By Allen N. Mendler and Brian D. Mendler

2nd Edition It’s every educator’s worst fear: losing control of the classroom. Regain the focus of challenging and resistant students with this practical resource on classroom management, discipline, and motivation. The dedicated authors re-examine the root causes of student misbehavior and offer a range of easy-to-implement instructions and activities—along with real-world stories of these strategies in action—to prevent and defuse future disruptive classroom moments. 96 pages

32BCA–BKF480 $17.95ISBN 978-1-935543-20-6

Motivating Students Who Don’t CareSuccessful Techniques for Educators

By Allen N. Mendler

Bestseller Spark enthusiasm in your classroom. Proven strategies and �ve effective processes (emphasizing effort, creating hope, respecting power, building relationships, and expressing enthusiasm) empower you to reawaken motivation in students who aren’t prepared, don’t care, and won’t work. 80 pages

32BCA–BKF360 $17.95ISBN 978-1-935249-67-2

As Tough as NecessaryA Discipline With Dignity Approach to Countering Violence, Aggression, and Hostility in Our Schools

Featuring Richard L. Curwin and Allen N. Mendler

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

32BCA–DVF012 $395.00UPC 811796010056

Discipline With DignityA Plan for Prevention, Action, and Resolution of Challenging Classroom Behaviors

Featuring Allen N. Mendler and Richard L. Curwin

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

32BCA–DVF013 $395.00UPC 811796010025

Discipline With Dignity for Challenging Youth

By Allen N. Mendler and Richard L. Curwin

Create positive change in your most challenging students with the help of practical strategies found in this resource. The authors share proven practices for classroom discipline, reveal reasons why students misbehave, and offer 21 effective drug-free ways to help students with ADHD. 192 pages

32BCA–BKF229 $24.95ISBN 978-1-934009-25-3

Category 71Classroom Management and Behavior 71

Classroom Management and Behavior

“As educators and administrators, we must believe we effectively in�uence change in the lives of the students we touch.”

—MORE What Do I Do When . . . ?

Teaching Self-ControlA Curriculum for Responsible Behavior

By Martin Henley

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

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

Behave Yourself!Helping Students Plan to Do Better

By Ambrose Panico

Foreword by Richard L. Curwin

Learn speci�c strategies for developing behavior intervention plans (BIPs) that lead to long-term, positive change for general and special education students. The author outlines a practical �ve-step Plan to Do Better approach and provides reproducibles that ease the information-gathering process. 120 pages

32BCA–BKF267 $19.95ISBN 978-1-934009-41-3

The Four Keys to Effective Classroom and Behavior ManagementBuilding Community, Motivation, Responsibility, and School Safety

Featuring Richard L. Curwin and Allen N. Mendler

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

32BCA–DVF064 $595.00UPC 811796010612

When Actions Speak Louder Than WordsUnderstanding the Challenging Behaviors of Young Children and Students With Disabilities

By Kim Davis and Susan D. Dixon

Build your understanding of behavior as communication, and learn to interpret the messages behind the actions. This book provides information and tools to support all children whose primary way to communicate is through challenging behaviors. 216 pages; grades K–6

32BCA–BKF274 $29.95ISBN 978-1-934009-60-4

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

By Allen N. Mendler

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

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

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

By Allen N. Mendler

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

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

72 Category solution-tree.com 800.733.6786 72 Classroom Management and Behavior

“Effective teachers proactively develop a systematic plan that guides all their classroom management efforts from the �rst day of school onward.”

—Assertive Discipline®

Classroom Management and Behavior

Classroom Management for Academic Success

By Lee Canter

This groundbreaking resource details effective management strategies you can implement from day one so that all students achieve in the classroom. Teacher-tested, research-based strategies create a classroom in which children learn free from the distraction of disruptive behavior. 304 pages; CD

32BCA–BKF488 $39.95ISBN 978-1-935249-01-6

Assertive Discipline®

Positive Behavior Management for Today’s Classroom

By Lee Canter

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

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

Assertive Discipline®

Positive Behavior Management for Today’s Classroom

Featuring Lee Canter

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

32BCA–DVF017 $495.00UPC 811796010308

Succeeding With Dif�cult Students®

New Strategies for Reaching Your Most Challenging Students

By Lee Canter and Marlene Canter

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

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

Succeeding With Dif�cult Students® Workbook

By Lee Canter

128 pages32BCA–BKF244 $24.95

ISBN 978-1-934009-18-5

Let our presenters come to you! Book a customized on-site PD experience today.

Call 888.763.9045 to start a conversation about your next steps.

solution-tree.com/speakers/pd-services

Category 73Classroom Management and Behavior 73

Classroom Management and Behavior

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

Featuring Nicki Crick

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

32BCA–DVF014 $99.95UPC 811796010124

Bullying and Peer HarassmentWhy Does It Start, and Who Is Affected?

Featuring Shelley Hymel

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

32BCA–DVF015 $99.95UPC 811796010131

The Role of the Bystander

Featuring Stuart Twemlow

Explore the critical role bystanders play in reducing or exacerbating school violence. 60-minute DVD with presentation

32BCA–DVF016 $99.95UPC 811796010148

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

Bullying and Beyond series

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

Classroom Management and Behavior Experts

Ambrose Panico

Lee Canter

Carolyn Reedom

Identify keys to a positive learning environment.

Build structures and strategies for positive discipline schoolwide.

Create in-class and out-of-class strategies for relationship building.

Develop effective language for dif�cult or resistant students.

Outline ways de�ant students can be successful in the classroom.

Charlie Coleman

Tom Hierck

Allen N. Mendler

74 Category solution-tree.com 800.733.6786 74 Plan Books

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

Plan Books

Professional Learning Communities at Work™ Plan Book

By Rebecca DuFour, Richard DuFour, and Robert Eaker

Bestseller This plan book combines 40 weekly planning pages and space for eight class periods, with ideas and activities to help teachers and their collaborative teams work together to address crucial, teacher-speci�c PLC concepts. It presents essential school improvement tips and inspirational testaments to last the entire academic year. 103 pages; spiral-bound

32BCA–BKF217 $12.95ISBN 978-1-932127-95-9

The School of Belonging Plan Book

By David A. Levine

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

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

Record Book Plus

By Lee Canter

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

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

Teacher’s Plan Book Plus #1Assertive Discipline®

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

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

Teacher’s Plan Book Plus #2Assertive Discipline®

Integrate advanced behavior-management ideas into your curriculum.

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

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

Develop the most effective homework assignments to complement your lesson plan.

32BCA–BKF196 $12.95ISBN 978-1-932127-69-0

Teacher’s Plan Book Plus #4Parents on Your Side®

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

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

Teacher’s Plan Book Plus #5Motivating Today’s LearnerTM

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

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

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

Teacher’s Plan Book Plus #6Practical Tips for New Teachers®

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

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

Teacher’s Plan Book Plus #7Reading and Literacy A to Z

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

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

Events 75

About Our Events

Workshops Institutes Summits

Capacity 75–150 500–1,800 2,000+

Days of training 2 2–3 3

Number of presenters 1–2 2–12 4–12

Research-based strategies Expert guidance Honest conversations Panel discussions Interactive team training Customizable content Intensive, topic-speci�c breakout sessions Built-in team time Critical support on key leadership issues Hybrid events available Mobile application On-site bookstore

Whether you’re attending a workshop, institute, or summit, you’ll discover essential frameworks

for maximizing student performance as revealed by some of education’s trailblazers. Under their

seasoned guidance, you’ll discover the latest techniques to carve improved paths to learning.

solution-tree.com 800.733.6786 76 Summits and Institutes

Summits and Institutes Annual Conference on Common Core Standards and AssessmentApril 30–May 2 Phoenix, AZ

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

Assessment NOW InstituteOctober 21–23 Atlanta, GA

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

Building Better Schools Together InstituteOctober 17–18 Toronto, ON

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

Common Core NOW InstituteAugust 12–13 Boston, MA

You’ve unpacked the standards and started the implementation process. Now our experts take you deeper, equipping you with techniques for tackling speci�c requirements for English language arts and mathematics. Learn how to prepare for major instructional shifts embedded in the standards.

Leadership NOW A Collaborative Summit for Administrators and Teachers

April 24–26 Las Vegas, NV

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

Professional Learning Communities at WorkTM

InstitutesJune 3–5 Las Vegas, NV August 5–7 Lincolnshire, ILJune 6–8 St. Charles, MO August 12–14 Seattle, WAJune 12–14 Tulsa, OK September 18–20 Albuquerque, NM June 18–20 San Antonio, TX October 1–3 Charlotte, NCJuly 8–10 Minneapolis, MN October 28–30 Indianapolis, INJuly 17–19 Pasadena, CA November 12–14 Salt Lake City, UTJuly 24–26 Orlando, FL

The Professional Learning Communities at Work™ process is increasingly recognized as the most powerful strategy for sustained, substantive school improvement. These institutes give you and your team the knowledge and tools to implement this powerful process in your school or district.

Professional Learning Communities at WorkTM SummitFebruary 20–22 Phoenix, AZ

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

Simplifying RTI InstitutesApril 15–17 Vancouver, BC July 31–August 2 Grand Rapids, MIJune 26–28 Denver, CO October 22–24 Kansas City, MO

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

Hybrid Events February 20–22 PLC at WorkTM Summit

April 24–26 Leadership NOW Summit

June 18–20 PLC at WorkTM Institute

July 17–19 PLC at WorkTM Institute

July 24–26 PLC at WorkTM Institute

August 5–7 PLC at WorkTM Institute

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

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

Hybrid EventsHybrid EventsHybrid EventsHybrid Events

Spring Workshops 77

Spring WorkshopsAssessments for State and Common Core StandardsMarch 25–26 Boston, MA April 15–16 Glenview, IL

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

Building Common AssessmentsMarch 11–12 San Antonio, TX April 22–23 Omaha, NEMarch 18–19 Milpitas, CA April 29–30 West Palm Beach, FLApril 2–3 Dallas, TX May 14–15 Bellevue, WAApril 2–3 St. Paul, MN May 16–17 San Diego, CAApril 15–16 Albuquerque, NM

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

NEW! Common Core for English Language ArtsMarch 27–28 Boston, MA April 8–9 Santa Ana, CA

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

Elementary Reading Intervention StrategiesMarch 11–12 Bellevue, WA May 6–7 St. Paul, MNApril 17–18 Glenview, IL

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

Implementing Common Core Standards With Total Instructional AlignmentMarch 18–19 Atlanta, GA April 22–23 St. Charles, MOApril 17–18 Albuquerque, NM

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

Pyramid of Behavior InterventionsApril 30–May 1 Milpitas, CA May 16–17 Bellevue, WA

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

Pyramid Response to InterventionMarch 13–14 Bellevue, WA May 2–3 Milpitas, CAMarch 13–14 San Antonio, TX May 8–9 Centennial, COApril 10–11 Santa Ana, CA May 8–9 St. Paul, MNApril 24–25 St. Charles, MO May 14–15 San Diego, CAMay 1–2 West Palm Beach, FL

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

Response to Intervention in MathMarch 20–21 Milpitas, CA May 6–7 Centennial, COApril 24–25 Omaha, NE

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

Simplifying Response to InterventionMarch 20–21 Atlanta, GA April 4–5 Dallas, TXMarch 25–26 San Diego, CA

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

Teaching the iGenerationMarch 27–28 San Diego, CA April 4–5 St. Paul, MN

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

solution-tree.com 800.733.6786 78 Fall Workshops

Got Data? Moving Your Team to Results October 16–17 Omaha, NE November 14–15 San Antonio, TX

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

Implementing Common Core Standards With Total Instructional AlignmentOctober 1–2 Bellevue, WA October 7–8 San Diego, CA

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

Pyramid of Behavior InterventionsNovember 21–22 Toronto, ON December 4–5 San Diego, CA

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

Pyramid Response to InterventionOctober 3–4 Hunt Valley, MD November 20–21 Las Vegas, NVOctober 16–17 Tampa, FL November 20–21 St. Paul, MN

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

Rede�ning FairNovember 19–20 Toronto, ON

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

Response to Intervention in MathSeptember 25–26 St. Paul, MN November 12–13 San Antonio, TX

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

Simplifying Response to InterventionOctober 7–8 Glenview, IL October 9–10 San Diego, CA

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

21st Century SkillsOctober 28–29 Ottawa, ON

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

Assessments for State and Common Core StandardsNovember 14–15 Santa Ana, CA

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

Building Common AssessmentsSeptember 23–24 Boston, MA November 18–19 Las Vegas, NVOctober 1–2 Hunt Valley, MD November 18–19 St. Paul, MNOctober 14–15 Tampa, FL December 4–5 Bellevue, WANovember 12–13 Santa Ana, CA

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

NEW! Common Core for English Language ArtsSeptember 23–24 St. Paul, MN December 2–3 Bellevue, WA

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

Common Core Mathematics in a PLC October 3–4 Bellevue, WA October 9–10 Glenview, IL

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

Elementary Reading Intervention StrategiesSeptember 25–26 Boston, MA December 2–3 San Diego, CAOctober 14–15 Omaha, NE

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

Fall Workshops

Indexes 79

Event Index

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

CanadaBritish ColumbiaSimplifying RTI Institute . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21, 76

Ontario21st Century Skills Workshop . . . . . . . . . . . . . . . . . . . . . . . . . 58, 78Building Better Schools Together Institute . . . . . . . . . . . . . . . 29, 76Pyramid of Behavior Interventions Workshops . . . . . . . . . . . . 22, 69Rede�ning Fair Workshop . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 78

United StatesArizonaAnnual Conference on Common Core Standards and Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9, 76Professional Learning Communities at Work™ Summit. . . . . . . . 76

CaliforniaAssessments for State and Common Core Standards Workshop . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9, 43, 77, 78Building Common Assessments Workshops . . . . . . . . . . . 42, 77, 78Common Core for English Language Arts Workshop . . . . . 6, 77, 78Elementary Reading Intervention Strategies Workshop . . 61, 77, 78Implementing Common Core Standards With Total Instructional Alignment Workshop . . . . . . . 8, 28, 77, 78Professional Learning Communities at Work™ Institute . . . . 17, 76Pyramid of Behavior Interventions Workshops . . . . . . 22, 69, 77, 78Pyramid Response to Intervention Workshops . . . . . . . . . 21, 77, 78Response to Intervention in Math Workshop . . . . . . . . . . 23, 77, 78Simplifying Response to Intervention Workshops . . . . . . . 21, 77, 78Teaching the iGeneration Workshop . . . . . . . . . . . . . . . . . . . 57, 77

ColoradoPyramid Response to Intervention Workshop . . . . . . . . . . 21, 77, 78Response to Intervention in Math Workshop . . . . . . . . . . 23, 77, 78Simplifying RTI Institute . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21, 76

FloridaBuilding Common Assessments Workshops . . . . . . . . . . . 42, 77, 78Professional Learning Communities at Work™ Institute . . . . 17, 76Pyramid Response to Intervention Workshops . . . . . . . . . 21, 77, 78

GeorgiaAssessment NOW Institute . . . . . . . . . . . . . . . . . . . . . . . . . . . 41, 76Implementing Common Core Standards With Total Instructional Alignment Workshop . . . . . . . 8, 28, 77, 78Simplifying Response to Intervention Workshop . . . . . . . 21, 77, 78

IllinoisAssessments for State and Common Core Standards Workshop . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9, 43, 77, 78Common Core Mathematics in a PLC Workshop . . . . . . . . . . . 7, 78Elementary Reading Intervention Strategies Workshop . . 61, 77, 78Professional Learning Communities at Work™ Institute . . . . 17, 76Simplifying Response to Intervention Workshop . . . . . . . 21, 77, 78

IndianaProfessional Learning Communities at Work™ Institute . . . . 17, 76

MarylandBuilding Common Assessments Workshop . . . . . . . . . . . . 42, 77, 78Pyramid Response to Intervention Workshop . . . . . . . . . . 21, 77, 78

MassachusettsAssessments for State and Common Core Standards Workshop . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9, 43, 77, 78Building Common Assessments Workshop . . . . . . . . . . . . 42, 77, 78Common Core for English Language Arts Workshop . . . . . 6, 77, 78Common Core NOW Institute . . . . . . . . . . . . . . . . . . . . . . . . . 5, 76Elementary Reading Intervention Strategies Workshop . . 61, 77, 78

MichiganSimplifying RTI Institute . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21, 76

MinnesotaBuilding Common Assessments Workshop . . . . . . . . . . . . 42, 77, 78Common Core for English Language Arts Workshop . . . . . 6, 77, 78Elementary Reading Intervention Strategies Workshop . . 61, 77, 78Professional Learning Communities at Work™ Institute . . . . 17, 76Pyramid Response to Intervention Workshops . . . . . . . . . 21, 77, 78Response to Intervention in Math Workshop . . . . . . . . . . 23, 77, 78Teaching the iGeneration Workshop . . . . . . . . . . . . . . . . . . . 57, 77

MissouriImplementing Common Core Standards With Total Instructional Alignment Workshop . . . . . . . 8, 28, 77, 78Professional Learning Communities at Work™ Institute . . . . 17, 76Pyramid Response to Intervention Workshop . . . . . . . . . . 21, 77, 78Simplifying RTI Institute . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21, 76

NebraskaBuilding Common Assessments Workshop . . . . . . . . . . . . 42, 77, 78Elementary Reading Intervention Strategies Workshop . . 61, 77, 78Got Data? Moving Your Team to Results Workshop . . . . . . . . 27, 78Professional Learning Communities at Work™ Institute . . . . 17, 76Response to Intervention in Math Workshop . . . . . . . . . . 23, 77, 78

New MexicoBuilding Common Assessments Workshop . . . . . . . . . . . . 42, 77, 78Implementing Common Core Standards With Total Instructional Alignment Workshop . . . . . . . 8, 28, 77, 78Professional Learning Communities at Work™ Institute . . . . 17, 76

NevadaBuilding Common Assessments Workshop . . . . . . . . . . . . 42, 77, 78Leadership NOW: A Collaborative Summit for Administrators and Teachers . . . . . . . . . . . . . . . . . . . . . . . 33, 76Professional Learning Communities at Work™ Institute . . . . 17, 76Pyramid Response to Intervention Workshop . . . . . . . . . . 21, 77, 78

North CarolinaProfessional Learning Communities at Work™ Institute . . . . 17, 76

OklahomaProfessional Learning Communities at Work™ Institute . . . . 17, 76

TexasProfessional Learning Communities at Work™ Institute . . . . 17, 76Building Common Assessments Workshop . . . . . . . . . . . . 42, 77, 78Got Data? Moving Your Team to Results Workshop . . . . . . . . 27, 78Pyramid Response to Intervention Workshop . . . . . . . . . . 21, 77, 78Response to Intervention in Math Workshop . . . . . . . . . . 23, 77, 78Simplifying Response to Intervention Workshop . . . . . . . 21, 77, 78

UtahProfessional Learning Communities at Work™ Institute . . . . 17, 76

WashingtonBuilding Common Assessments Workshops . . . . . . . . . . . 42, 77, 78Common Core for English Language Arts Workshop . . . . . 6, 77, 78Common Core Mathematics in a PLC Workshop . . . . . . . . . . . 7, 78Elementary Reading Intervention Strategies Workshop . . 61, 77, 78Implementing Common Core Standards With Total Instructional Alignment Workshop . . . . . . . 8, 28, 77, 78Professional Learning Communities at Work™ Institute . . . . 17, 76Pyramid of Behavior Interventions Workshop . . . . . . 22, 69, 77, 78Pyramid Response to Intervention Workshop . . . . . . . . . . 21, 77, 78

solution-tree.com 800.733.6786 80 Indexes

Author and Associate Index

AAcosta, Barbara D. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34, 64Adams, Thomasenia Lott . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7Af�erbach, Peter . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35, 60Ainsworth, Larry . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34, 44Allington, Richard L. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35, 60Almeida, Lisa . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34, 44Alper, Larry . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39Alvarez, Laura . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34, 64Ansari, Daniel . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35, 48Anstrom, Kristina . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34, 64Asturias, Harold . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7

BBailey, Kim . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13, 42, 45Barber, Michael . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26, 35Barell, John . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34, 58Barr, Robert D. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25, 30Barth, Roland . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14, 34Battino, Wendy J. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30Bean, Rita M. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35, 60Bear, Donald R. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35, 60Bellanca, James A. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8, 34, 53, 58Bender, William N. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23, 24Bennett, Barrie . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35, 53Berliner, David . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35, 53Bernhardt, Victoria L. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41Billings, Dawn . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26, 27, 36Blachowicz, Camille L. Z. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35, 60Bollman, Kerry . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22Boogren, Tina . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50Boss, Suzie . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 56Bowgren, Linda . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18Brandt, Ron . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34, 58Branscombe, Karen . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29Brendtro, Larry K. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 66Briars, Diane J. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7, 9, 38Brokenleg, Martin . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 66Brookhart, Susan M. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44, 45Brophy, Jere . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35, 53Brown, Tim . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17Buffum, Austin . . . . . . . . . . . . . . . . . . . . . . . . . . . 13, 19, 20, 21, 24Burke, Kay . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9, 23, 43, 45Burnett, Allison J. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8, 59, 62Busick, Kathy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46

CCalderón, Margarita . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34, 63, 64Cameron, Caren . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46Campbell, Martha F. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16Canter, Lee . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 72, 73, 74Canter, Marlene . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 72Capitelli, Sarah . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34, 64Carleton, Lindsay . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51Carnes, Meg . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39Carrio, Barbara Gaddy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30Carter, John A. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7Carter, Lisa . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8, 28, 39Chapman, Carolyn . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47Chapman, Carrie . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 67, 68Christodoulou, Joanna A. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35, 48Coch, Donna . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35, 48Coleman, Charlie . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22, 69, 73Conzemius, Anne E. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25, 26Cooper, Damian . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44, 45, 47Crane, Darlene . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23, 24Crick, Nicki . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 73Culham, Ruth . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35, 60Cummins, Jim . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34, 64Cunningham, James W. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38Cunningham, Patricia M. . . . . . . . . . . . . . . . . . . . . . . 35, 38, 60, 62Curwin, Richard L. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 70, 71

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

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

FFaeth, Matthias . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35, 48Fennell, Francis (Skip) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5, 7, 38Ferriter, William M. . . . . . . . . . . . . . . . . . . 11, 13, 36, 45, 56, 57, 58Fischer, Kurt W. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35, 48Fisher, Douglas . . . . . . . . . . . . .5, 6, 9, 22, 34, 37, 41, 58, 60, 62, 64Fisher, Peter J. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35, 60Fogarty, Robin J. . . . . . . . . . . . . . . . . . . . . . . . . . . 5, 8, 9, 34, 49, 58Foster, David . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7Frank, Laurie S. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53Frey, Nancy . . . . . . . . . . . . . . . . . . . . 6, 9, 22, 34, 37, 58, 60, 62, 64Fullan, Michael . . . . . . . . . . . . . . . . . . . . . . . . . . . 11, 14, 26, 34, 35

GGabrieli, John . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35, 48Gale, Mardi A. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7Gambrell, Linda B. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35, 60García, Ricardo L. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52Gardner, Howard . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34, 58Garry, Adam . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 57Georges, Jane . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 68Gibson, Emily L. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25Glaude, Catherine . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18Goldenberg, Claude . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34, 64Gómez, Joel . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34, 64Gonzalez, Alex . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 60Good, Thomas . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35, 53Goodwin, Bryan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26Goodwin, Michelle . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45Gottlieb, Margo . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34, 45, 64Graham, Parry . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11, 13Gregg, Linda. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34, 44Gregory, Gayle . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38, 49Gregory, Kathleen . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46Guskey, Thomas R. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34, 44, 45

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

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

KKanold-McIntyre, Jessica . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50Kanold, Timothy D. . . . . . . . . . . . . . . . . . . . . . 5, 7, 9, 15, 33, 38, 41Karhanek, Gayle . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13Karten, Toby J. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 67, 68Kaufeldt, Martha . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49Kay, Ken . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34, 58Keating, Janel . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12, 15King, Dennis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13, 17, 24, 45Kise, Jane A. G. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18, 40, 49Kist, William . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 56Kobett, Beth McCord . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7Kramer, Sharon V. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13, 45Kuykendall, Crystal . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52

LLangrehr, John . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53Lapp, Diane . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 60, 62Larson, Matthew R. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7LeBlanc-Esparza, Kym . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37LeBlanc-Esparza, Ricardo . . . . . . . . . . . . . . . . . . . . . . . . . 30, 37, 65Lee, Okhee . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34, 64Lefkowits, Laura . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26Lemke, Cheryl . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34, 58Levin, Ben . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26, 35Levine, David A. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54, 74Lezotte, Lawrence W. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14, 30, 34Lipton, Laura . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26, 27Littlejohn, Jim . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 65

Indexes 81

MMaiers, Angela . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 56, 57Malone, Janet . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24Mancabelli, Rob . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 56Many, Susan Sparks . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17Many, Thomas W. . . . . . . . . . . . . . . . . . . . . . 12, 13, 14, 16, 17, 18Martin, Terri L. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13Marzano, Jana . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35, 53Marzano, Robert J. . . . . . .5, 9, 33, 34, 35, 41, 42, 44, 50, 51, 53, 58Massé, François . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29Mattos, Mike . . . . . . . . . . . . . . . . . . . . . . . . . 13, 17, 19, 20, 21, 24Mayer, Richard . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35, 53McEwan-Adkins, Elaine K. . . . . . . . . . . . . . . . . . . . . . . 8, 59, 61, 62McLaughlin, Margaret J. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37McLaughlin, Maureen . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35, 60McTighe, Jay . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34, 35, 53, 58Mendler, Allen N. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52, 70, 71, 73Mendler, Brian D. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 70Minaya-Rowe, Liliana . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34, 64Morganti-Fisher, Terry . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25Morrow, Lesley Mandel . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35, 60Mraz, Maryann . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35, 60Muhammad, Anthony . . . . . . . . . . . . . . . 13, 26, 28, 29, 31, 32, 33Myers, Nicholas Jay . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15

N–ONielsen, Kristine . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44Noguera, Pedro . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26, 35Noonan, Peter . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13November, Alan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34, 55, 58Nussbaum-Beach, Sheryl . . . . . . . . . . . . . . . . . . . . . . . . . . . . 55, 56O’Connor, Ken . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34, 37, 44O’Loughlin, Tricia . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35, 48O’Neill, Jan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26Ormiston, Meg . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 57Ortiz, Alba A. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34, 64Overlie, Jeffry . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45

PPanico, Ambrose . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53, 71, 73Parrett, William H. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30Parscale, Geri . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13Patton, Sandra . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22Payne, Ruby K. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 65, 66Pearlman, Bob . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34, 58Pearson, P. David . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35, 60Perini, Matthew . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35, 53Pete, Brian M. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8, 34, 49, 58Phi Delta Kappa International . . . . . . . . . . . . . . . . . . . . . . . . . . . 54Pickering, Debra  J. . . . . . . . . . . . . . . . . . . . . . . . . . . . 35, 50, 51, 53Porter�eld, Kitty . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39Posner, Michael I. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35, 48

Q–Rr4 Educated Solutions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 68Ramsden, Jason T. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36Ranells, Mary Ann . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13Rasinski, Timothy V. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35, 60Reason, Casey . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32, 40Reedom, Carolyn . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 73Reeves, Douglas B. . . . . . . . . . . . . . . . . 9, 14, 26, 34, 35, 44, 45, 58Reynolds, Beth Parrott . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41, 46Richardson, Will . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34, 56, 58Rivera, Charlene . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34, 64Robinson, Laurie . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21Robinson, Sir Ken . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33Rogers, Kipp D. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36Rose, Ainsley B. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13, 29, 45Rothenberg, Carol . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22, 64Roulston, William S. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30, 65Roy, Tom . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50Rozzelle, Jan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 60Ruedel, Kristin . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37Russell, Beth. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18

SSagor, Richard . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18Saphier, Jonathon . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14, 34Scearce, Carol . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 60Schleicher, Andreas . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26, 35Schmidt, Julie . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 68Schmoker, Mike . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14, 34Schreck, Mary Kim . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5, 9, 52, 59Schreiber, Rick M. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30Schuhl, Sarah . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42Seif, Elliott . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34, 58Sever, Kathryn . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18Shanahan, Timothy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35, 60Sheninger, Eric C. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36, 38Shirley, Dennis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26, 35Silver, Harvey . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35, 53Simms, Julia A. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5, 50, 51Slavin, Robert E. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34, 64Slocumb, Paul D. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 66Smith, Raymond L. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30Snyder, Kathleen McKee . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30Soldwedel, Perry . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18, 39Sousa, David A. . . . . . . . . . . . . . . . . . . . . . . . . . . 35, 38, 40, 48, 49Sparks, Dennis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14, 34, 39Sparks, Susan K. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13Spillane, James . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26, 35Stephenson, Susan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39, 54Stiggins, Rick . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14, 34, 44

T–VTeale, William H. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35, 60Templeton, Shane . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35, 60Thibault, Paul . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54Tileston, Donna Walker . . . . . . . . . . . . . . . . . . . . . . . . . . . 22, 52, 66Tomlinson, Carol Ann . . . . . . . . . . . . . . . . . . . . . . . . . 35, 48, 49, 53Toncheff, Mona . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7Trejo, Maria N. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34, 64Tucker, Marc . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26, 35Twadell, Eric . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13, 15, 17Twemlow, Stuart . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 73Uline, Cynthia L. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6Vacca, Richard T. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35, 60Vagle, Nicole . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41, 42, 45, 47Valdés, Guadalupe . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34, 64Van Bockern, Steve. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 66Van Clay, Mark . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18, 39

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

Online Courses21st Century Skills . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 58Assessment and the Common Core State Standards . . . . . . . . 9, 43Becoming a Re�ective Teacher . . . . . . . . . . . . . . . . . . . . . . . . . . . 50Common Core State Standards in Mathematics, Grades 3–8 . . . . . 7Creating a Professional Learning Community at WorkTM . . . . . . . 12Differentiation and the Brain . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48Elementary Reading Intervention Strategies, Grades K–6 . . . . . . 61Grading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44Motivating and Engaging Students . . . . . . . . . . . . . . . . . . . . . . . 51Pyramid Response to Intervention . . . . . . . . . . . . . . . . . . . . . . . . 20Teaching Boys in Poverty . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 65Teaching Reading and Comprehension to English Learners, Grades K–5 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 63Transforming School Culture . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32Using Web 2.0 in Teaching and Instruction . . . . . . . . . . . . . . . . . 57

Author and Associate Index | Online Course Index

solution-tree.com 800.733.6786 82 Indexes

Book and Video Index

5 Dimensions of Engaged Teaching, The . . . . . . . . . . . . . . . . . . . .4920 Literacy Strategies to Meet the Common Core . . . . . . . . . .8, 5921st Century Learning in a Networked World . . . . . . . . . . . . . . .5821st Century Readiness for Every Student . . . . . . . . . . . . . . . . . .5821st Century Skills . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .34, 5840 Reading Intervention Strategies for K–6 Students . . . . . . . . .61100 Days to Leadership Impact . . . . . . . . . . . . . . . . . . . . . . . . . .40

A–BAdventure Education for the Classroom Community . . . . . . . . . .53Ahead of the Curve . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .34, 44Aligning School Districts as PLCs . . . . . . . . . . . . . . . . . . . . . . . . .18Assertive Discipline® . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .72As Tough as Necessary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .70Backward Design . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .53Balanced Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .43Ball, The . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .40Becoming an Authentic Learning Leader . . . . . . . . . . . . . . . . . . .15Becoming a Re�ective Teacher . . . . . . . . . . . . . . . . . . . . . . . . . . .50Behave Yourself! . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .71Beyond the RTI Pyramid . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .23Boys in Poverty . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .66Boys Will Be Boys, But What About Girls? . . . . . . . . . . . . . . . . . .73Brainwork . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .40Breaking the Poverty Barrier . . . . . . . . . . . . . . . . . . . . . . . . .30, 65Breaking Through . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .34, 64Bringing Innovation to School . . . . . . . . . . . . . . . . . . . . . . . . . . .56Building a Culture of Hope . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .25Building a Professional Learning Community at WorkTM . . . . . . . .13Building Classroom Communities . . . . . . . . . . . . . . . . . . . . . . . .54Bullying and Peer Harrassment . . . . . . . . . . . . . . . . . . . . . . . . . .73

CChange Wars . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .26, 35Classroom Habitudes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .57Classroom Management for Academic Success . . . . . . . . . . . . . .72Closing the RTI Gap . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .22Coaching Classroom Instruction. . . . . . . . . . . . . . . . . . . . . . . . . .50Collaborative Action Research for Professional Learning Communities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .18Collaborative Administrator, The . . . . . . . . . . . . . . . . . . . . . . . . .13Collaborative Teacher Literacy Teams, K–6 . . . . . . . . . . . . . . . . . .61Collaborative Teacher, The . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13Collaborative Teams in Professional Learning Communities at WorkTM . . . . . . . . . . . . . . . . . . . . . . . . .13Common Core English Language Arts in a PLC at WorkTM series . .6Common Core Mathematics in a PLC at WorkTM series . . . . . . . . . .7Common Formative Assessment . . . . . . . . . . . . . . . . . . . . . .13, 42Common Language Assessment for English Learners . . . . . . . . .64Communicating & Connecting With Social Media . . . . . . . . . . . .36Conferencing and Reporting . . . . . . . . . . . . . . . . . . . . . . . . . . . .46Connected Educator, The . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .55Content, Then Process . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .44Creating a Coaching Culture for Professional Learning Communities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .18Creating a Digital-Rich Classroom . . . . . . . . . . . . . . . . . . . . . . . .57Creating Physical & Emotional Security in Schools . . . . . . . . . . . .37Creating Successful Inclusion Programs . . . . . . . . . . . . . . . . . . . .68Critical Conversations in Co-Teaching . . . . . . . . . . . . . . . . . . . . .67Cultures Built to Last . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11

DData-Based Decision Making . . . . . . . . . . . . . . . . . . . . . . . . . . . .36Data Dynamics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .27Defensible Differentiation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .48Delivering on the Promise . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .30Designing & Teaching Learning Goals & Objectives . . . . . . . . . . .51Developing Connective Leadership . . . . . . . . . . . . . . . . . . . . . . .39Developing Expert Teachers . . . . . . . . . . . . . . . . . . . . . . . . . . . . .50Differentiated Professional Development in a Professional Learning Community . . . . . . . . . . . . . . . . . . . . .18Differentiation and the Brain . . . . . . . . . . . . . . . . . . . . . . . . . . . .48Discipline With Dignity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .70Discipline With Dignity for Challenging Youth . . . . . . . . . . . . . . .70District Leadership That Works . . . . . . . . . . . . . . . . . . . . . . . . . . .33

EEffective Program Evaluation . . . . . . . . . . . . . . . . . . . . . . . . . . . .36Elements of Grading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .44Embedded Formative Asessment . . . . . . . . . . . . . . . . . . . . . . . . .41Enriched Learning Projects . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .53Every School, Every Team, Every Classroom . . . . . . . . . . . . . . . . .15

FFive Big Ideas . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .39Five Disciplines of PLC Leaders, The . . . . . . . . . . . . . . . . . . . . . . .15Focused Instruction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .54Forged, Not Forced . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .16Formative Assessment & Standards-Based Grading . . . . . . . . . . .42Four Keys to Effective Classroom and Behavior Management, The . . . . . . . . . . . . . . . . . . . . . . . . .71From Rage to Hope . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .52From Tired to Inspired . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .59Future of Schooling, The . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .26

G–HGetting By or Getting Better . . . . . . . . . . . . . . . . . . . . . . . . . . . .29Getting District Results . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .15Getting Started . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .12Global School, The . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .56Got Data? Now What? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .27Grading and Learning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .44Handbook for SMART School Teams, The . . . . . . . . . . . . . . . . . . .26Harbors of Hope . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .29Head of the Class . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .54Highly Engaged Classroom, The . . . . . . . . . . . . . . . . . . . . . . . . . .51High-Performing School, The . . . . . . . . . . . . . . . . . . . . . . . . . . . .27How RTI Works in Secondary Schools . . . . . . . . . . . . . . . . . . . . . .22How to Interview, Hire, & Retain High-Quality New Teachers . . .36How to Teach Thinking Skills Within the Common Core . . . . . . . . .8

I–LImplementing RTI With English Learners . . . . . . . . . . . . . . . .22, 64Inclusion Strategies & Interventions . . . . . . . . . . . . . . . . . . . . . . .67Intentional Leadership . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .40Journey to Becoming a Professional Learning Community, The . .12Kids Left Behind, The . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .30Laughing Matters . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .54Leader’s Companion, A . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .14Leadership 180. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .39Leadership in Professional Learning Communities at WorkTM . . . .14Leadership’s Ten Commandments . . . . . . . . . . . . . . . . . . . . . . . .33Leaders of Learning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .33Leading a Learning Organization . . . . . . . . . . . . . . . . . . . . . . . . .32Leading by Design . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .15Leading Dif�cult Conversations . . . . . . . . . . . . . . . . . . . . . . . . . .14Leading With Trust . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .39Learning by Doing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .12Learning CPR . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .20Literacy 2.0 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .60Literacy Look-Fors . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .61

M–PMaking Classroom Assessment Work . . . . . . . . . . . . . . . . . . . . . .46Making Homework Matter . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .54Making Math Accessible to Students With Special Needs . . . . . .68Making Teamwork Meaningful . . . . . . . . . . . . . . . . . . . . . . . . . .11Mind, Brain, & Education . . . . . . . . . . . . . . . . . . . . . . . . . . . .35, 48Mobile Learning Devices . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .36More Than a SMART Goal . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .25MORE What Do I Do When . . . ? . . . . . . . . . . . . . . . . . . . . . . . . .71Motivating Students . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .47Motivating Students Who Don’t Care . . . . . . . . . . . . . . . . . . .52, 70On Common Ground . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .14, 34On Excellence in Teaching . . . . . . . . . . . . . . . . . . . . . . . . . . .35, 53On Solid Ground . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .20Passion and Persistence . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .14Peak Performance Under Pressure . . . . . . . . . . . . . . . . . . . . . . . .40Personal Learning Networks . . . . . . . . . . . . . . . . . . . . . . . . . . . .56PLC at Work™ Cartoon Book, The . . . . . . . . . . . . . . . . . . . . . . . .16PLC Toolkit, The . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .16Power of Professional Learning Communities at WorkTM, The . . . .14Power of SMART Goals, The . . . . . . . . . . . . . . . . . . . . . . . . . . . . .26Power Struggles . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .70Power Tools for Adolescent Literacy . . . . . . . . . . . . . . . . . . . . . . .60Practical Look at Response to Intervention, A . . . . . . . . . . . . . . .20Principal as Assessment Leader, The . . . . . . . . . . . . . . . . . . . . . . .45Professional Learning Communities at WorkTM . . . . . . . . . . . . . . .12Professional Learning Communities at WorkTM Plan Book . . . . . .74Protocols for Professional Learning Conversations . . . . . . . . . . .18Pyramid of Behavior Interventions . . . . . . . . . . . . . . . . . . . . .22, 69Pyramid Response to Intervention . . . . . . . . . . . . . . . . . . . . . . . .20

Q–RQuality Assessment in High School . . . . . . . . . . . . . . . . . . . . . . .46Raising the Bar and Closing the Gap . . . . . . . . . . . . . . . . . . . . . .13Rebuilding the Foundation . . . . . . . . . . . . . . . . . . . . . . . . . . .35, 60Reclaiming Youth at Risk . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .66Record Book Plus . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .74Rede�ning Fair . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .44, 47Rede�ning the Norm . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .28Revisiting Professional Learning Communities at WorkTM . . . . . . .12Role of PLCs in Advancing 21st Century Skills, The . . . . . . . . . . . .16Role of the Bystander, The . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .73RTI & Differentiated Reading in the K–8 Classroom . . . . . . . . . . .23RTI in Math . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .23RTI in Middle and High Schools . . . . . . . . . . . . . . . . . . . . . . . . . .23RTI in the Early Grades . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .19

SSchool Board Fieldbook, The . . . . . . . . . . . . . . . . . . . . . . . . . . . .39School Improvement for the Next Generation . . . . . . . . . . . . . . .30School Leader’s Guide to English Learners, The . . . . . . . . . . . . . .37School Leader’s Guide to Grading, The . . . . . . . . . . . . . . . . . . . . .37School Leader’s Guide to Professional Learning Communities at WorkTM, The. . . . . . . . . . . . . . . . . . . . . . . . . .15, 37School Leader’s Guide to Special Education, The . . . . . . . . . . . . .37School of Belonging Plan Book, The . . . . . . . . . . . . . . . . . . . . . . .74Self-Assessment and Goal Setting . . . . . . . . . . . . . . . . . . . . . . . .46Setting and Using Criteria . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .46Shifting the Monkey . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .40Simplifying Response to Intervention . . . . . . . . . . . . . . . . . . . . . .19Standards-Based Reporting and Formative Assessment . . . . . . . .42Strengthening the Connection Between School & Home . . . . . . .37Succeeding With Dif�cult Students® . . . . . . . . . . . . . . . . . . . . . . .72Succeeding With Dif�cult Students® Workbook . . . . . . . . . . . . . .72Supervising the Art and Science of Teaching . . . . . . . . . . . . . . . .50Supporting Differentiated Instruction . . . . . . . . . . . . . . . . . . . . . .49

TTeacher as Assessment Leader, The . . . . . . . . . . . . . . . . . . . . . . .45Teacher’s Plan Books #1–7 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .74Teaching & Assessing 21st Century Skills . . . . . . . . . . . . . . . .51, 58Teaching Boys in Poverty . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .65Teaching Empathy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .54Teaching for Diversity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .52Teaching Our Children to Think . . . . . . . . . . . . . . . . . . . . . . . . . .53Teaching Reading & Comprehension to English Learners, K–5 . . .63Teaching Self-Control . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .71Teaching Students to Read Like Detectives . . . . . . . . . . . . . . . . .60Teaching the iGeneration . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .57Think Big, Start Small . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .49Through New Eyes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .16Tiers Without Tears . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .20Total Instructional Alignment . . . . . . . . . . . . . . . . . . . . . . . . . . . .28Transforming School Culture . . . . . . . . . . . . . . . . . . . . . . . . . . . .32Transforming Schools and Systems Using Assessment . . . . . . . . .46Turning Your School Around . . . . . . . . . . . . . . . . . . . . . . . . . . . . .30

U–ZUnderstanding Response to Intervention . . . . . . . . . . . . . . . . . . .22Using Common Core Standards to Enhance Classroom Instruction & Assessment . . . . . . . . . . . . . . . . . . . .5, 51Using Formative Assessment in the RTI Framework . . . . . . . .23, 43Vocabulary Games for the Classroom . . . . . . . . . . . . . . . . . . . . .51What Do I Do When . . . ? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .71What Effective Schools Do . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .30What Principals Need to Know About Differentiated Instruction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .38What Principals Need to Know About Teaching and Learning Mathematics . . . . . . . . . . . . . . . . . . . . . . . . . . . . .38What Principals Need to Know About Teaching and Learning Reading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .38What Principals Need to Know About Teaching and Learning Science . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .38What Principals Need to Know About the Basics of Creating Brain-Compatible Classrooms . . . . . . . . . . . . . . . . . .38When Actions Speak Louder Than Words . . . . . . . . . . . . . . . .68, 71When Students Fail to Learn . . . . . . . . . . . . . . . . . . . . . . . . . . . .18Who Owns the Learning? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .55Why Culture Counts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .52, 66Why Social Media Matters . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .39Will to Lead, the Skill to Teach, The . . . . . . . . . . . . . . . . . . . .28, 31Working With Dif�cult & Resistant Staff . . . . . . . . . . . . . . . . . . .31You’ve Got to Reach Them to Teach Them . . . . . . . . . . . . . . . . . .52

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The PLC Technology Solution...Has Arrived.

· Share and Discover Common Assessments

· Track Mastery of State and Common Core Standards

· Collaborate in an Online Professional Learning Community

· Time-Saving Assessment Tools (GradeCam Scanning, iPod/iPad

Scoring and Web Browser Assessment)

· Simple Plans & Pricing - Get Started Free!

GET STARTED FREE: www.masteryconnect.com/solutiontree · PHONE: (801) 736-0258 · TWITTER: @masteryconnect

“Thanks to MasteryConnect, educators can connect with colleagues throughout

the nation to develop and share common assessments around the Common

Core Curriculum. This ready access to expanded expertise is exactly what

we have been hoping would become available to educators.”

~ Dr. Rick DuFour

The PLC Technology Solution...Has Arrived.

· Share and Discover Common Assessments

· Track Mastery of State and Common Core Standards

· Collaborate in an Online Professional Learning Community

· Time-Saving Assessment Tools (GradeCam Scanning, iPod/iPad

Scoring and Web Browser Assessment)

· Simple Plans & Pricing - Get Started Free!

GET STARTED FREE: www.masteryconnect.com/solutiontree · PHONE: (801) 736-0258 · TWITTER: @masteryconnect

“Thanks to MasteryConnect, educators can connect with colleagues throughout

the nation to develop and share common assessments around the Common

Core Curriculum. This ready access to expanded expertise is exactly what

we have been hoping would become available to educators.”

~ Dr. Rick DuFour

The PLC Technology Solution...Has Arrived.

· Share and Discover Common Assessments

· Track Mastery of State and Common Core Standards

· Collaborate in an Online Professional Learning Community

· Time-Saving Assessment Tools (GradeCam Scanning, iPod/iPad

Scoring and Web Browser Assessment)

· Simple Plans & Pricing - Get Started Free!

GET STARTED FREE: www.masteryconnect.com/solutiontree · PHONE: (801) 736-0258 · TWITTER: @masteryconnect

“Thanks to MasteryConnect, educators can connect with colleagues throughout

the nation to develop and share common assessments around the Common

Core Curriculum. This ready access to expanded expertise is exactly what

we have been hoping would become available to educators.”

~ Dr. Rick DuFour

The PLC Technology Solution...Has Arrived.

· Share and Discover Common Assessments

· Track Mastery of State and Common Core Standards

· Collaborate in an Online Professional Learning Community

· Time-Saving Assessment Tools (GradeCam Scanning, iPod/iPad

Scoring and Web Browser Assessment)

· Simple Plans & Pricing - Get Started Free!

GET STARTED FREE: www.masteryconnect.com/solutiontree · PHONE: (801) 736-0258 · TWITTER: @masteryconnect

“Thanks to MasteryConnect, educators can connect with colleagues throughout

the nation to develop and share common assessments around the Common

Core Curriculum. This ready access to expanded expertise is exactly what

we have been hoping would become available to educators.”

~ Dr. Rick DuFour

The PLC Technology Solution...Has Arrived.

· Share and Discover Common Assessments

· Track Mastery of State and Common Core Standards

· Collaborate in an Online Professional Learning Community

· Time-Saving Assessment Tools (GradeCam Scanning, iPod/iPad

Scoring and Web Browser Assessment)

· Simple Plans & Pricing - Get Started Free!

GET STARTED FREE: www.masteryconnect.com/solutiontree · PHONE: (801) 736-0258 · TWITTER: @masteryconnect

“Thanks to MasteryConnect, educators can connect with colleagues throughout

the nation to develop and share common assessments around the Common

Core Curriculum. This ready access to expanded expertise is exactly what

we have been hoping would become available to educators.”

~ Dr. Rick DuFour