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Discover

what links Personal Learning Networks to increased student achievement!

p9

The things you NeeD to knowabout the common core state standards

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authorspeakwrap-up

the BUZZ continues!

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

Books & Videos 3 Professional Learning Communities

6 Teams

6 School Improvement

10 Leadership

13 21st Century Skills & Technology

14 Assessment

17 Instruction

19 Literacy

20 English Learners

21 Response to Intervention

23 Special Needs

24 Youth at Risk

25 Family & Community

26 Classroom Management & Behavior

Experts 28 Professional Learning Communities

29 Assessment


32 Leadership

34 Instruction

36 English Learners

36 Classroom Management & Behavior


38 Special Needs

39 School Improvement

Events 43 Professional Learning Communities

43 Literacy

43 Leadership

44 Assessment


45 Instruction

45 English Learners


Services 40 Professional Learning Communities

41 Other PD Services

Courses 47 CEU and/or 3-Credit Online Courses

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.

p46

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3

Books & Videos

free resources online ebook related event related workshop authorspeak session

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

The PLC journey begins by articulating a moral purpose: a dedication to ensuring that every student learns. Using many examples and reproducible tools, the authors explain the need to focus on creating simultaneous top-down and bottom-up leadership to align district- and school-level policies and procedures, and how to grow PLCs by providing direction and encouraging innovation at every level of the district.

ISBN 978-1-936765-09-621BCA–BKF534 $29.95

Leading Difficult ConversationsFeaturing Richard DuFour and Rebecca DuFour

Learn discussion strategies to address the conflicts that can result from transforming a school into a professional learning community. 30-minute DVD with presentation; 32-page Facilitator’s Guide (in print and on CD) UPC 811796010537 21BCA–DVF047 $174.95

The PLC at Work™ Cartoon BookBy Martha F. Campbell

Foreword by Richard DuFour and Rebecca DuFour

This collection of clever cartoons shows the humorous side of working in a professional learning community. The book also features a foreword and introductory text for each chapter by Richard DuFour and Rebecca DuFour, who remind readers to keep a sense of humor along the journey to becoming a PLC.

ISBN 978-1-935543-09-1

21BCA–BKF473 $19.95

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

2nd Edition Through continuous work with educators, the authors have created a more powerful, practical resource for moving forward in the PLC process. Like the first edition, the second edition of Learning by Doing is an action guide for closing the knowing-doing gap and transforming schools into PLCs. It also includes seven major additions that equip educators with essential tools for confronting challenges.

ISBN 978-1-935542-09-4

21BCA–BKF416 $34.95

The Journey to Becoming a Professional Learning CommunityBy 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. ISBN 978-1-934009-39-0 21BCA–BKF260 $89.95

Raising the Bar and Closing the GapWhatever It TakesBy Richard DuFour, Rebecca DuFour, Robert Eaker, and Gayle Karhanek

This expansion of Whatever It Takes sharpens the focus on the pyramid of interventions strategy and presents new insights.

ISBN 978-1-935249-84-9

21BCA–BKF378 $24.95

Building a Professional Learning Community at Work™A Guide to the First YearBy Parry Graham and William M. FerriterForeword by Richard DuFour and Rebecca DuFour

Chapter stories reveal good decisions and mistakes inherent to the PLC process. The authors analyze each scenario and offer practical recommendations and tools.

ISBN 978-1-934009-59-8

21BCA–BKF273 $29.95

Revisiting Professional Learning Communities at Work™New Insights for Improving SchoolsBy Richard DuFour, Rebecca DuFour, and Robert Eaker

This 10th-anniversary sequel to Professional Learning Communities at Work™ offers advanced insights on deep implementation, the commitment/consensus issue, and the human side of PLCs.

ISBN 978-1-934009-32-1 21BCA–BKF252 $34.95

On Common GroundThe Power of Professional Learning CommunitiesEdited by Richard DuFour, Robert Eaker, and Rebecca DuFourBy Roland Barth, Rebecca DuFour, Richard DuFour, Robert Eaker, Barbara Eason-Watkins, Michael Fullan, Lawrence Lezotte, Douglas Reeves, Jonathon Saphier, Mike Schmoker, Dennis Sparks, and Rick Stiggins

Examine a colorful cross section of educators’ experiences with PLCs. This collection of insights from practitioners throughout North America highlights the benefits of PLCs. Hardcover

ISBN 978-1-932127-42-3

21BCA–BKF180 $34.95

Common Formative AssessmentA Toolkit for Professional Learning Communities at Work™By Kim Bailey and Chris Jakicic

See page 15 for details.

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inherent to the PLC process. The authors analyze each scenario and offer practical recommendations and tools.

Chapter stories reveal good decisions and mistakes inherent to the PLC process. The authors analyze each scenario and offer practical recommendations and tools.

NEW!

can result from transforming a school into a professional

NEW!NEW!

Bestseller!

4 solution-tree.com 800.733.6786

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

This classic resource offers practical information about transforming schools into learning-focused, results-oriented PLCs. Learn research-based recommendations for implementing PLC at Work™ concepts.

ISBN 978-1-879639-60-7 21BCA–BKF032 $29.95

Leading by DesignAn Action Framework for PLC at Work™ LeadersBy Cassandra Erkens and Eric Twadell Foreword by Richard DuFour


Forged, Not ForcedImplementation in Professional Learning CommunitiesFeaturing Thomas W. Many

59-minute DVD with presentation; CD with presentation handouts and supporting resources UPC 811796010568 21BCA–DVF060 $195.00

A Leader’s CompanionInspiration for Professional Learning Communities at Work™By Robert Eaker, Rebecca DuFour, and Richard DuFour

Treat yourself to daily moments of reflection with inspirational quotes collected from a decade of work by renowned PLC experts. Hardcover ISBN 978-1-934009-05-5 21BCA–BKF227 $12.95

The Collaborative TeacherWorking Together as a Professional Learning CommunityBy 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

ISBN 978-1-934009-36-9

21BCA–BKF257 $29.95

Getting StartedReculturing Schools to Become Professional Learning CommunitiesBy Robert Eaker, Richard DuFour, and Rebecca DuFour

Define a clear starting point for building a PLC. Readers access a solid conceptual framework and concrete illustrations of how successful PLCs function. ISBN 978-1-879639-89-8 21BCA–BKF120 $24.95

Professional Learning Communities at Work™ Plan BookBy Rebecca DuFour, Richard DuFour, and Robert Eaker

With space for eight class periods, this process book helps collaborative teacher teams address crucial, teacher-specific PLC concepts. ISBN 978-1-932127-95-9 21BCA–BKF217 $12.95

The Collaborative AdministratorWorking Together as a Professional Learning CommunityBy 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

ISBN 978-1-934009-37-6

21BCA–BKF256 $29.95

Collaborative Teams in Professional Learning Communities at Work™Learning by DoingFeaturing Richard DuFour, Rebecca DuFour, Robert Eaker, and Thomas Many

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.

30-minute DVD; 40-page Facilitator’s Guide (in print and on CD)

ISBN 978-1-935249-77-1 21BCA–DVF023 $174.95

Leadership in Professional Learning Communities at Work™Learning by DoingFeaturing Richard DuFour, Rebecca DuFour, Robert Eaker, and Thomas Many

This short program for PLC leaders uses unscripted interviews and action footage to illustrate the role of effective leadership, particularly from the principal.


ISBN 978-1-935249-76-4 21BCA–DVF024 $174.95

Featuring Thomas W. Many

59-minute DVD with presentation; CD with presentation

Featuring Thomas W. ManyFeaturing Thomas W. Many

59-minute DVD with presentation; CD with presentation 59-minute DVD with presentation; CD with presentation handouts and supporting resources59-minute DVD with presentation; CD with presentation 59-minute DVD with presentation; CD with presentation handouts and supporting resources

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The PLC ToolkitPowerful Tools for Improving Your SchoolThe 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. 21BCA–KTF126 $1,449.11

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

This short program shows exactly what collaborative teams do. Aligned with the best-selling book by Doing,collaboration in action.

30-minute DVD; 40-page Facilitator’s Guide

by Doing,collaboration in action.

Learning by DoingFeaturing Richard DuFour, Rebecca DuFour, Featuring Richard DuFour, Rebecca DuFour, Robert Eaker, and Thomas Many

This short program shows exactly what collaborative teams do. Aligned with the best-selling book by Doing,

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


Learning Communities at Work™Learning by DoingFeaturing Richard DuFour, Rebecca DuFour, Featuring Richard DuFour, Rebecca DuFour, Featuring Richard DuFour, Rebecca DuFour, Robert Eaker, and Thomas Many


Robert Eaker, and Thomas Many



effective leadership, particularly from the principal.


Learning by DoingFeaturing Richard DuFour, Rebecca DuFour, Robert Eaker, and Thomas Many


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


Communities at Work™Learning by DoingLearning by DoingFeaturing Richard DuFour, Rebecca DuFour, Featuring Richard DuFour, Rebecca DuFour, Robert Eaker, and Thomas Many


14 resources, including books, videos, and 1 registration to the online course

including books,

The PLC Toolkit

registration to theonline course

14 resources, 14 resources, including books,

The PLC Toolkit

registration to theonline course

including books, videos, and 1 registration to the

online course

Bestseller!

Bestseller!

Bestseller!

Bestseller!

Bestseller!

Available February 2012

5

Books & Videos


The Essential PLC Collection Site LicenseProfessional Learning Communities at Work™Featuring the Print and Video Resources of Richard DuFour, Robert Eaker, and Rebecca DuFour

Propel the transformation of your school or district into a PLC with The Essential PLC Collection Site License. This site license gives multiple users convenient access to popular PLC resources in eBook and digital movie formats. Easy to navigate, the site license also includes an introduction, an overview of the PLC model, and an Implementation Guide by Richard DuFour. You and your staff will love the printer-friendly screens and flexible formats!

Please call 800.733.6786 for pricing and details.

Differentiated Professional Development in a Professional Learning CommunityBy Linda Bowgren and Kathryn Sever

A practical guide for designing school or district professional development plans, this book explains a three-step model that is core to differentiated teacher learning.

ISBN 978-1-934009-61-1

21BCA–BKF275 $19.95

The Five Disciplines of PLC Leaders By Timothy D. KanoldForeword by Richard DuFour

Outstanding leadership in a professional learning community requires practice and patience. Simply trying harder will not yield results; leaders must proactively train to get better at the skills that matter. This book offers a framework to focus time, energy, and effort on five key disciplines. Included are reflection exercises to help readers find their own path toward effective PLC leadership.

ISBN 978-1-935543-42-8

21BCA–BKF495 $29.95

Aligning School Districts as PLCsBy Mark Van Clay, Perry Soldwedel, and Thomas W. ManyForeword by Michael Fullan

This book breaks down the complex process of aligning all levels districtwide in order for a professional learning community to reach its full potential.

ISBN 978-1-935543-39-8

21BCA–BKF493 $24.95

Passion and PersistenceHow to Develop a Professional Learning Community By Richard DuFour

A display of memorable quotes, calls to action, and quips set to music, this video serves as a reflective pause on the PLC journey.

7-minute DVD

ISBN 978-1-932127-86-7 21BCA–DVF008 $24.95

The Power of Professional Learning Communities at Work™Bringing the Big Ideas to LifeFeaturing Richard DuFour, Robert Eaker, and Rebecca DuFour

This video series explores eight diverse schools implementing PLC at Work™ concepts. Watch teachers and administrators engage in candid conversations and collaborative meetings to improve student learning.

Four 20-minute programs on both 4 VHS and 1 DVD (DVD also includes 4 PowerPoint presentations and the Facilitator’s Guide); 70-page Facilitator’s Guide

ISBN 978-1-934009-09-3

21BCA–VIF094 $595.00

Through New EyesExamining the Culture of Your SchoolBy Richard DuFour

Perfect for a four-hour training session, this engaging video explores the differences between a traditional school and a professional learning community from a student’s perspective.


ISBN 978-1-932127-84-3

21BCA–DVF007 $174.95

Creating a Coaching Culture for Professional Learning CommunitiesBy Jane A. G. Kise and Beth Russell

Build a collaborative coaching culture that ensures all adults learn through activities that keep the team focused on student learning.

ISBN 978-1-935249-41-2

21BCA–BKF350 $29.95

Collaborative Action Research for Professional Learning CommunitiesBy Richard Sagor

Become disciplined and deliberative with data as you design and implement program improvements. Learn a step-by-step process for action research that drives continuous improvement.

ISBN 978-1-935249-61-0

21BCA–BKF354 $24.95

Supporting Differentiated InstructionA Professional Learning Communities ApproachBy Robin J. Fogarty and Brian M. Pete

A practical guide to implementing differentiation in the classroom, this book offers a road map to effective teaching that responds to diverse learning needs.

ISBN 978-1-935249-55-9

21BCA–BKF348 $29.95

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A display of memorable quotes, calls to action, and quips set to music, this video serves as a reflective pause on the PLC journey.

7-minute DVD

A display of memorable quotes, calls to action, and quips A display of memorable quotes, calls to action, and quips set to music, this video serves as a reflective pause on the PLC journey.

7-minute DVD

video explores the differences between a traditional school and a professional learning community from a student’s perspective.


video explores the differences between a traditional video explores the differences between a traditional school and a professional learning community from a student’s perspective.


Bestseller!

Bestseller!


NEW! NEW!


Got Data? Now What?Creating and Leading Cultures of Inquiry By Laura Lipton and Bruce Wellman

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

ISBN 978-1-936765-03-4 21BCA–BKF530 $24.95

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.

ISBN 978-1-935543-24-4

21BCA–BKF482 $24.95

The Power of SMART GoalsUsing Goals to Improve Student LearningBy Jan O’Neill and Anne Conzemius With Carol Commodore and Carol Pulsfus

This easy-to-read guide will help your staff set effective goals that are Strategic and Specific, Measurable, Attainable, Results-based, and Time-bound. That’s SMART!

ISBN 978-1-932127-87-4 21BCA–BKF207 $29.95

The Handbook for SMART School TeamsBy Anne Conzemius and Jan O’Neill

Improve processes and systems in your school as an effective team. This practical handbook shows you how to build a solid network of support. ISBN 978-1-935249-92-4 21BCA–BKF392 $54.95

With Carol Commodore and Carol Pulsfus

This easy-to-read guide will help your staff set effective goals that are Strategic and Specific, Measurable, Attainable, Results-based, and Time-bound.That’s SMART!

Breaking the Poverty BarrierChanging Student Lives With Passion, Perseverance, and Performance By Ricardo LeBlanc-Esparza and William S. Roulston

This book illustrates the specific strategies that transformed a school with shockingly low proficiency into a National Showcase School.

ISBN 978-1-935543-14-5

21BCA–BKF476 $29.95

The High-Performing SchoolBenchmarking the 10 Indicators of EffectivenessBy Mardale Dunsworth and Dawn Billings

Understand the research behind the 10 indicators and use rubrics to improve your school. Use tools and strategies to create buy-in, involve stakeholders, and monitor and report your progress.

ISBN 978-1-934009-47-5

21BCA–BKF294 $34.95

The Will to Lead, the Skill to TeachTransforming Schools at Every LevelBy Anthony Muhammad and Sharroky Hollie

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.

ISBN 978-1-935542-54-4 21BCA–BKF443 $19.95

Data DynamicsAligning Teacher Team, School, & District EffortsBy Edie L. Holcomb

How is your school data performing for you? 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. This book will help administrators and leaders with school-improvement planning and implementation, and teachers will find that good data can be used to plan instruction, and monitor and motivate students.

ISBN 978-1-935542-23-0 21BCA–BKF424 $29.95

Critical Conversations in Co-TeachingA Problem-Solving ApproachBy Carrie Chapman and Cate Hart Hyatt


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Delivering on the PromiseThe Education RevolutionBy Richard A. DeLorenzo, Wendy J. Battino, Rick M. Schreiber, and Barbara Gaddy Carrio

Learn how to move from time-based education to a performance-based system that can be replicated anywhere—the Re-Inventing Schools Coalition (RISC) Approach to Schooling. ISBN 978-1-934009-42-0 21BCA–BKF268 $24.95

The Future of SchoolingEducating America in 2020By 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 of education.

ISBN 978-1-935542-45-2

21BCA–BKF433 $19.95

A Joint Publication of Solution Tree and McREL

Protocols for Professional Learning ConversationsCultivating the Art and DisciplineBy Catherine Glaude

Examine four collections of protocols to support professional learning conversations, and use them with your colleagues or with students in the classroom.

ISBN 978-1-935543-82-4

21BCA–BKF516 $19.95

A Joint Publication of Solution Tree and Connections Publishing

When Students Fail to LearnProtocols for a Schoolwide ResponseBy Catherine Glaude

This book looks at practical and specific ways learning communities can use protocols to prompt and support new habits of working together in collaborative teams.

ISBN 978-1-935543-85-5 21BCA–BKF518 $19.95

A Joint Publication of Solution Tree and Connections Publishing

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

This book guides you through the modified planning, implementation, monitoring, and evaluation cycle at the heart of a next-generation school-improvement model and provides specific implementation strategies.

ISBN 978-1-935249-20-7

21BCA–BKF312 $29.95

Grant Writing for EducatorsPractical Strategies for Teachers, Administrators, and StaffBy Beverly A. Browning

Write grant proposals that get results with the help of this concise resource, which details how to find more money for your school or district. ISBN 978-1-932127-30-0 21BCA–BKF176 $19.95

Harbors of HopeThe Planning for School and Student Success ProcessBy Wayne Hulley and Linda Dier

Use the power of purpose to align staff efforts, implement high-yield strategies to enhance student performance, and much more!

ISBN 978-1-932127-44-7

21BCA–BKF181 $24.95

What Effective Schools DoRe-Envisioning the CorrelatesBy 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.

ISBN 978-1-935249-51-1

21BCA–BKF336 $24.95

Turning Your School AroundA Self-Guided Audit for School ImprovementBy Robert D. Barr and Debra L. Yates

Learn a step-by-step protocol for the self-guided audit focused on crucial areas of school improvement identified in the nationally recognized book The Kids Left Behind.

ISBN 978-1-934009-72-7

21BCA–BKF295 $29.95

The Kids Left BehindCatching Up the Underachieving Children of PovertyBy 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. ISBN 978-1-935542-35-3 21BCA–BKF432 $34.95

Getting By or Getting BetterApplying Effective Schools Research to Today’s IssuesBy Wayne Hulley and Linda Dier

Real stories of exemplary schools offer proof that the seven correlates of effective schools create a powerful framework for school improvement today. ISBN 978-1-934009-40-6 21BCA–BKF262 $24.95

Getting By or Getting BetterApplying Effective Schools Research to Today’s IssuesFeaturing Wayne Hulley

84-minute DVD with presentation; flash drive with presentation handouts and supporting resources UPC 811796010193 21BCA–DVF028 $195.00

Getting By or Getting BetterApplying Effective Schools Research toToday’s IssuesFeaturing Wayne Hulley

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

Getting By or Getting BetterApplying Effective Schools Research toToday’s IssuesFeaturing Wayne Hulley



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

Total Instructional AlignmentThree Deep Understandings for PLCsFeaturing Lisa Carter


UPC 811796010162 21BCA–DVF025 $195.00

Total Instructional AlignmentFive Big Ideas That Will Transform Your SchoolFeaturing Lisa Carter


UPC 811796010179 21BCA–DVF026 $195.00

Five Big IdeasLeading Total Instructional AlignmentBy Lisa Carter

Focus on these foundational ideas to simplify decision making, eliminate distractions, and intensify efforts to promote effective teaching and learning.

ISBN 978-1-934009-23-9 21BCA–BKF263 $19.95

Total Instructional AlignmentFrom Standards to Student SuccessBy Lisa Carter Foreword by Lawrence Lezotte

Replace an antiquated education system with a flexible, proactive one that ensures learning for all by focusing on three important domains of the alignment process.

W ISBN 978-1-934009-01-7 21BCA–BKF222 $19.95

Travel-Free PD!Start your own staff training with our presentations on DVD. Free previews online!

Navigating Conflict and Feeling Good About ItFeaturing Cassandra Erkens

60-minute DVD with presentation; CD with presentation handouts and supporting resources

UPC 811796010346 21BCA–DVF037 $195.00

A Celebration of LearningNothing Happens Until People Are Having FunFeaturing Lillie G. Jessie


UPC 811796010414 21BCA–DVF044 $195.00

Developing Expert TeachersFeaturing Robert J. Marzano


UPC 811796010469 21BCA–DVF051 $195.00

Redefining the NormLearning for ALLFeaturing Anthony Muhammad


UPC 811796010599 21BCA–DVF062 $195.00

Effective SchoolsReforming the System in PlaceFeaturing Lawrence W. Lezotte


UPC 811796010216 21BCA–DVF030 $195.00


Featuring Cassandra Erkens



Featuring Anthony Muhammad



Featuring Lillie G. Jessie


130-minute DVD with presentation; CD with presentation handouts and supporting resources130-minute DVD with presentation; CD with presentation 130-minute DVD with presentation; CD with presentation handouts and supporting resources





handouts and supporting resourceshandouts and supporting resources60-minute DVD with presentation; CD with presentation handouts and supporting resources60-minute DVD with presentation; CD with presentation handouts and supporting resourceshandouts and supporting resourceshandouts and supporting resources

handouts and supporting resourceshandouts and supporting resourceshandouts and supporting resourceshandouts and supporting resourceshandouts and supporting resourceshandouts and supporting resources

handouts and supporting resources handouts and supporting resources 58-minute DVD with presentation; CD with presentation handouts and supporting resources handouts and supporting resources

handouts and supporting resources

Bestseller!

Books and Videos

9

Coauthors Will Richardson and Rob Mancabelli Share

In order to create successful learning networks in the classroom, teachers must first create learning networks of their own. Don’t know how? In Personal Learning Networks, the authors share step-by-step advice and real-world examples of how to form global learning networks. To help you get started, Solution Tree asked the authors why PLNs are making a difference in the classroom—and why you should consider creating your own PLN.

Why PLNs Are an Essential Foundation for the 21st Century Learner

Q What are personal learning networks and how do they apply to educators and the world of education in general?

A A personal learning network (PLN) consists of the people and resources that fuel our learning. During the past decade, this network is increasingly online. In a PLN, we can learn anytime, anywhere with potentially anyone around the world who shares our passion or interest. We can literally build global classrooms of our own making on the web that include communities of learners we interact with on a regular basis.

Q What is the link between learning networks and student achievement?

A PLNs are an essential foundation for the 21st century learner. Students who create their own networks drive their own learning. PLNs work across all subject areas because they connect students to people and resources customized to their own learning style. PLNs transform education by making it more customized, global, real-time, and connected.

Q Why did you decide to focus on learning networks as a means to improve student achievement?

A Our ability to construct these types of networked connections is a fundamental part of learning in the 21st century. In this new world of learning, student achievement will be framed not so much by what a child knows, but whether or not that child has learned how to learn. In this sense, PLNs are capacity building. They enable students to go beyond their local teachers and textboooks, making the entire world their classroom.

Q Could you describe the research and/or real-world stories that went into Personal Learning Networks?

A Thousands of educators are beginning to create connected learning experiences for the students in their classrooms, and there is more and more evidence every day that the interactions we can have within these networked spaces are challenging many of the traditional structures in our society. This book taps into those stories to create a compelling context for change.

Q What do you think is the most important message from Personal Learning Networks?

A The way we learn is changing, and this is a moment filled with both opportunities and challenges for educators and learners of all stripes. If we are to fully understand these opportunities and help our students take advantage of them, we need to form our own PLNs. Only by learning through our own networks can we work together to bring them to our classrooms and our schools in effective ways.

Follow Will Richardson and Rob Mancabelli on Twitter at @willrich45 and @robmancabelli



Essentials for Principals Series

Effective Program EvaluationBy Mardale Dunsworth and Dawn Billings

2nd Edition Educators are increasingly coming to realize the importance of making decisions based on reliable, accurate data. This short guide provides a blueprint for evaluating academic programs, practices, or strategies within a simple, effective framework. It includes a step-by-step walkthrough of the program evaluation cycle and an appendix that explains vital concepts and vocabulary in accessible language.

ISBN 978-1-935542-90-2

21BCA–BKF461 $19.95

Communicating & Connecting With Social MediaBy 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.

ISBN 978-1-935249-54-2

21BCA–BKF474 $19.95

Mobile Learning DevicesBy 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.

ISBN 978-1-935542-69-8

21BCA–BKF445 $19.95

Coming SoonStrengthening the Connection Between School & HomeRicardo LeBlanc-Esparza and Kym LeBlanc-Esparza

The School Leader’s Guide to Special EducationMargaret McLaughlin

Creating Physical & Emotional SecurityKenneth C. Williams

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

GradingKen O’Connor

Data-Based Decision MakingBy Edie L. Holcomb

3rd Edition You’re ready to start collecting and utilizing school data, but what data? How exactly will you find it and how will you use it once you have it? This informative resource takes an in-depth look at best data collection practices and guides the elementary school principal on how to reach struggling learners, strengthen instruction, and achieve schoolwide improvement.

ISBN 978-1-935543-02-2

21BCA–BKF469 $19.95

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

By Richard DuFour and Rebecca DuFour

Are you a K–8 principal ready to implement the PLC at Work™ process? Two experienced practitioners show you how to explore the critical components needed to lay the foundation of a PLC, including how to develop a structure that supports collaborative teams, how to focus on effective monitoring strategies, how to reflect on your communication effectiveness, and more.

ISBN 978-1-935543-36-7

21BCA–BKF489 $19.95

The School Leader’s Guide to English LearnersBy Douglas Fisher and Nancy Frey

English learners face not only the challenge of learning English, but also learning English in English. How, then, do you set reasonable expectations for developing proficiency? School leaders will find the answers inside, including how to assess the individual needs of ELs, how to create a quality instructional program, and how to evaluate performance. Each chapter offers reliable, research-based ways to implement solutions you can count on.

ISBN 978-1-936765-17-1 21BCA–BKF540 $19.95

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The Principal Who Makes a DifferenceSolution Tree and the National Association of Elementary School Principals (NAESP) have created two robust series for K–8 principals. Each book covers one essential topic, which means that no matter where you are in your professional development growth, we’ve got you covered.

NEW!NEW!



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Books & Videos


Bestseller!

Coming SoonWhat Principals Need to Know About Teaching Differentiated InstructionGayle Gregory

What Principals Need to Know About Teaching ScienceEric Sheninger and Keith Devereaux

What Principals Need to Know About Teaching WritingRuth Culham

What Principals Need to Know About Teaching ReadingPatricia Cunningham and James Cunningham

Joint Publications of Solution Tree and NAESP

Leading by DesignAn Action Framework for PLC at Work™ LeadersBy Cassandra Erkens and Eric Twadell Foreword by Richard DuFour

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

ISBN 978-1-935542-29-2

21BCA–BKF430 $29.95

What Principals Need to Know About the Basics of Creating Brain-Compatible ClassroomsBy David A. Sousa

Understand the basics for creating brain-compatible classrooms with this brief, accessible guide customized for principals. Explore an overview of educational neuroscience designed to help principals construct meaningful professional development that enhances teachers’ knowledge and skills about brain-compatible learning. The author guides principals from the basics of brain structure through applications of educational neuroscience to build productive and successful brain-compatible classrooms. Grades K–8

ISBN 978-1-935542-99-5

21BCA–BKF463 $19.95

What Principals Need to Know About Teaching and Learning MathematicsBy Timothy D. Kanold, Diane J. Briars, and Francis (Skip) Fennell

Ensure a challenging mathematics experience for every learner, every day. This must-have resource offers support and encouragement for improved mathematics achievement across every grade level of your school. With an emphasis on Principles and Standards for School Mathematics and Common Core State Standards, you’ll cover the importance of mathematics content, learning and instruction, and mathematics assessment. Grades K–8

ISBN 978-1-935543-55-8

21BCA–BKF501 $24.95

What Principals Need to Know Series

Developing Connective LeadershipSuccesses With Thinking Maps® By Larry Alper, Kimberly Williams, and David Hyerle

Thinking Maps® are a tested tool for articulating and communicating critical values and practices in an accessible, visual format. Explore how schools can use the Thinking Maps® process to create strong collaborative bonds and facilitate shared leadership.

ISBN 978-1-935249-72-6

21BCA–BKF367 $24.95

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

Working With Difficult & Resistant StaffBy John F. Eller and Sheila A. Eller

To move forward in the school-improvement process, school leaders must address the behaviors of difficult and resistant staff members while sending the message that a few people cannot halt change. This book will help school leaders understand how to prevent and address negative behaviors to ensure positive school change.

W ISBN 978-1-935542-07-0

21BCA–BKF407 $24.95

Leaders of LearningHow District, School, and Classroom Leaders Improve Student AchievementBy Richard DuFour and Robert J. Marzano

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

ISBN 978-1-935542-66-7

21BCA–BKF455 $24.95

Leading a Learning OrganizationThe Science of Working With OthersBy Casey Reason

Learn research-based strategies for changing the prevailing emotional climate or tone of a school to promote deeper learning at all levels.

ISBN 978-1-934009-57-4

21BCA–BKF283 $24.95

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February 2012February 2012


Bestseller!

Leading With TrustHow to Build Strong School TeamsBy Susan Stephenson

Strategies, activities, and substantial findings from the latest research help teams identify causes of distrust, discuss taboo topics, and move toward a high-trust environment.

ISBN 978-1-934009-46-8

21BCA–BKF282 $34.95

Transforming School CultureHow to Overcome Staff DivisionBy Anthony MuhammadForeword by Richard DuFour

Busy administrators will appreciate this quick read packed with immediate, accessible strategies for transforming toxic school cultures into healthy environments conducive to change.

ISBN 978-1-934009-45-1

21BCA–BKF281 $19.95

Leadership and LearningSustainable Changes for 21st Century LearningFeaturing Douglas B. Reeves


Transforming School CultureUnderstanding and Overcoming Resistance to Necessary ChangeFeaturing Anthony Muhammad


UPC 811796010339 21BCA–DVF022 $195.00

Leadership’s Ten CommandmentsFeaturing Kenneth C. Williams


UPC 811796010407 21BCA–DVF042 $195.00

Supervising the Art and Science of TeachingA New Approach to Lesson Observation and Lesson DesignFeaturing Robert J. Marzano


UPC 811796010384 21BCA–DVF041 $195.00

Becoming an Authentic Learning LeaderWhatever You Do, Inspire Me!Featuring Timothy D. Kanold


Leadership 180Daily Meditations on School LeadershipBy Dennis Sparks

This inspirational book contains 180 meditations translated into “Today I will…” statements that integrate reflection into daily practice.

ISBN 978-1-935249-82-5 21BCA–BKF375 $24.95

District Leadership That WorksStriking the Right BalanceBy Robert J. Marzano and Timothy Waters

Learn how to create district-defined goals while giving building-level staff the stylistic freedom to respond quickly and effectively to student failure.

ISBN 978-1-935249-19-1

21BCA–BKF314 $24.95


The PRIME Leadership FrameworkPRinciples and Indicators for Mathematics Education LeadersBy the National Council of Supervisors of Mathematics (NCSM)

Learn leadership principles and action indicators essential for equity and excellence in mathematics. The NCSM framework for dialogue and collaborative action includes reproducibles, reflective questions, and additional resources.

ISBN 978-1-934009-27-7 21BCA–BKF250 $19.95

The School Board FieldbookLeading With VisionBy Mark Van Clay and Perry Soldwedel

Award-winning administrators give practical information on the responsibilities and challenges of being a school board member in this user-friendly guide.

ISBN 978-1-934009-44-4

21BCA–BFK269 $24.95

A Joint Publication of Solution Tree and the American Association of School Administrators

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

What can organizations do to create profound, enduring changes? The third anthology in the Leading Edge™ series explores constructive alternatives to traditional change strategies. Hardcover

ISBN 978-1-934009-31-4

21BCA–BKF254 $34.95

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handouts and supporting resourceshandouts and supporting resourceshandouts and supporting resources

71-minute DVD with presentation; CD with presentation handouts and supporting resources71-minute DVD with presentation; CD with presentation 71-minute DVD with presentation; CD with presentation handouts and supporting resourceshandouts and supporting resourceshandouts and supporting resources

63-minute DVD with presentation; CD with presentation handouts and supporting resources63-minute DVD with presentation; CD with presentation 63-minute DVD with presentation; CD with presentation handouts and supporting resourceshandouts and supporting resourceshandouts and supporting resourceshandouts and supporting resources

Lesson DesignFeaturing Robert J. MarzanoLesson DesignLesson DesignFeaturing Robert J. Marzano

91-minute DVD with presentation; CD with presentation handouts and supporting resources91-minute DVD with presentation; CD with presentation handouts and supporting resources

Featuring Robert J. MarzanoFeaturing Robert J. Marzano


Bestseller!

Featuring Anthony Muhammad


Featuring Anthony MuhammadFeaturing Anthony Muhammad

85-minute DVD with presentation; CD with presentation 85-minute DVD with presentation; CD with presentation handouts and supporting resources85-minute DVD with presentation; CD with presentation 85-minute DVD with presentation; CD with presentation handouts and supporting resources

Bestseller!

13

Books & Videos


Bestseller!

21st Century SkillsRethinking How Students LearnEdited by James Bellanca and Ron BrandtBy John Barell, Linda Darling-Hammond, Chris Dede, Rebecca DuFour, Richard DuFour, Douglas Fisher, Robin 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 Reeves, Will Richardson, and Elliott SeifForeword 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.

ISBN 978-1-935249-90-0

21BCA–BKF389 $34.95

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Personal Learning NetworksUsing the Power of Connections to Transform EducationBy 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.

ISBN 978-1-935543-27-5

21BCA–BKF484 $24.95

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

As the 21st century unfolds, the pace of change in the world is accelerating. The authors believe a combination of cognitive skills (skills students will need to succeed academically) and conative skills (skills students will need to succeed interpersonally) is necessary for the 21st century. This clear, practical guide presents a model of instruction and assessment based on these skills.

W ISBN 978-0-9833512-0-7

21BCA–BKL009 $34.95

Published by Marzano Research Laboratory

The Connected Educator Learning and Leading in a Digital AgeBy Sheryl Nussbaum-Beach and Lani Ritter Hall

Create a connected learning community through social media and rediscover the power of being a learner first. After uncovering the theories and research behind the significance of learning through collaboration with other educators, the authors show you how to take advantage of technology to improve your own learning and ultimately the learning of your students.

ISBN 978-1-935543-17-6

21BCA–BKF478 $29.95

21st Century Learning in a Networked WorldFor Our Students and OurselvesFeaturing Will Richardson


UPC 811796010452 21BCA–DVF050 $195.00

Innovation Through TechnologyThe DifferentiatorsFeaturing Cheryl Lemke


21st Century Readiness for Every StudentFeaturing Ken Kay


Teaching the iGeneration5 Easy Ways to Introduce Essential Skills With Web 2.0 ToolsBy William M. Ferriter and Adam Garry

Find the natural overlap between the work you already believe in and the digital tools that define tomorrow’s learning.

W ISBN 978-1-935249-93-1

21BCA–BKF393 $34.95

Creating a Digital-Rich ClassroomTeaching & Learning in a Web 2.0 WorldBy Meg Ormiston

This book provides a research base and practical strategies for using web 2.0 tools to create engaging lessons that transform and enrich content.

ISBN 978-1-935249-87-0

21BCA–BKF385 $19.95

Enriched Learning ProjectsA Practical Pathway to 21st Century SkillsBy James Bellanca

Translate standards-based content into enriched learning projects that build 21st century skills. This book also highlights e-tools that enhance learning projects and offers research-based instructional strategies.

ISBN 978-1-934009-74-1

21BCA–BKF296 $29.95

Literacy 2.0Reading and Writing in 21st Century ClassroomsBy Nancy Frey, Douglas Fisher, and Alex Gonzalez

This book offers specific teaching strategies for developing students’ skills related to acquiring, producing, and sharing information. Grades 6–12

ISBN 978-1-935249-80-1

21BCA–BKF373 $24.95

The Role of PLCs in Advancing 21st Century SkillsFeaturing Richard DuFour


UPC 81179601047621BCA–DVF048 $195.00

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NEW!

WorldFor Our Students and OurselvesFeaturing Will Richardson


WorldWorldFor Our Students and OurselvesFeaturing Will Richardson


Featuring Will Richardson


For Our Students and OurselvesFeaturing Will Richardson


Featuring Cheryl Lemke


The Differentiators


Featuring Ken Kay


BestsellerBestseller!BestsellerBestseller!

14 solution-tree.com 800.733.6786solution-tree.com 800.733.6786

Bestseller!

Redefining FairHow to Plan, Assess, and Grade for Excellence in Mixed-Ability ClassroomsBy Damian CooperForeword by Michael Fullan

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

ISBN 978-1-935542-14-8

21BCA–BKF412 $29.95

Embedded Formative Assessment By Dylan Wiliam

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.

ISBN 978-1-934009-30-7

21BCA–BKF418 $29.95

Using Formative Assessment in the RTI FrameworkBy 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.

ISBN 978-1-935249-74-0

21BCA–BKF369 $24.95

Grading and LearningPractices That Support Student AchievementBy Susan M. Brookhart

Grades should reflect and motivate learning. This book is relatable, relevant, and effective in improving educators’ assessment and reporting processes and supporting students’ motivation to learn. Learn how to grade individual assignments and give report card grades that accurately reflect and clearly communicate student achievement. Clear, concrete examples help translate state standards into curriculum goals.

ISBN 978-1-935542-84-1 21BCA–BKF457 $24.95

Balanced AssessmentFrom Formative to SummativeBy Kay Burke

Learn how to integrate formative and summative assessments seamlessly into instruction. Research, strategies, and examples help teachers monitor, grade, and gauge student ability to meet standards.

W ISBN 978-1-934009-52-9

21BCA–BKF272 $24.95

Conferencing and ReportingBy Kathleen Gregory, Caren Cameron, and Anne Davies

2nd Edition Learn ways to involve students in the assessment process, including having them reflect, collect and share evidence, and ask for specific feedback.

ISBN 978-1-935543-79-4

21BCA–BKF512 $17.95

NEW!

Making Classroom Assessment WorkBy Anne Davies

3rd Edition Learn to use assessment for learning to guide instruction, provide feedback, collect evidence of learning, present evidence of success, and produce accurate standards-based report cards.

ISBN 978-1-935543-88-6 21BCA–BKF520 $24.95

Joint Publications of Solution Tree and Connections Publishing

Leading the Way to Assessment for LearningA Practical GuideBy Anne Davies, Sandra Herbst, and Beth Parrott ReynoldsForeword by Jay McTighe

2nd Edition Designed to support school and system instruction leaders, this guide offers a practical approach to the challenges of meeting traditional evaluation standards while assessing learning.

ISBN 978-1-935543-94-7 21BCA–BKF524 $29.95

Transforming Schools and Systems Using AssessmentA Practical GuideBy Anne Davies, Sandra Herbst, and Beth Parrott ReynoldsForeword by Paul LeMahieu

2nd Edition 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.

ISBN 978-1-935543-91-6 21BCA–BKF522 $24.95

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Self-Assessment and Goal SettingBy Kathleen Gregory, Caren Cameron, and Anne Davies

2nd Edition This book provides ways to motivate students to work harder while engaging in assessment for learning strategies that result in higher achievement.

ISBN 978-1-935543-76-3

21BCA–BKF514 $17.95

Setting and Using CriteriaBy Kathleen Gregory, Caren Cameron, and Anne Davies

2nd Edition Increase student engagement, learning, and achievement. This book shows teachers how to involve students in the process of classroom assessment.

ISBN 978-1-935543-73-2

21BCA–BKF510 $17.95

NEW!NEW!

Available January 2012

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Books & Videos


Bestseller!Bestseller!

Common Formative AssessmentA Toolkit for Professional Learning Communities at Work™By Kim Bailey and Chris JakicicForeword by Richard DuFour and Rebecca DuFour

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

ISBN 978-1-936765-14-0

21BCA–BKF538 $24.95

Focused AssessmentEnriching the Instructional CycleBy Gwen Doty

Learn how to create relevant and appropriate assessments throughout the learning cycle so your students will meet expected standards.

ISBN 978-1-935249-66-5

21BCA–BKF361 $29.95

Formative Assessment & Standards-Based GradingBy Robert J. Marzano

Learn how to design, interpret, and systematically use three different types of formative assessments and how to track student progress and assign meaningful grades.

ISBN 978-0-9822592-2-1

21BCA–BKL003 $29.95

Published by Marzano Research Laboratory

The Principal as Assessment LeaderEdited by Thomas R. Guskey

Expert practitioners address the role of school leaders to model positive change and ignite a shift toward assessments that drive instruction.

ISBN 978-1-934009-48-2

21BCA–BKF344 $29.95

The Teacher as Assessment LeaderEdited by Thomas R. Guskey

Packed with practical strategies for designing, analyzing, and using assessments, this book shows how to turn best practices into usable solutions.

W ISBN 978-1-934009-49-9 21BCA–BKF345 $29.95

Ahead of the CurveThe Power of Assessment to Transform Teaching and LearningEdited by Douglas ReevesBy Larry Ainsworth, Lisa Almeida, Anne Davies, Richard DuFour, Linda Gregg, Thomas Guskey, Robert Marzano, Ken O’Connor, Douglas Reeves, Rick Stiggins, Stephen White, and Dylan Wiliam

Leaders in education contribute their perspectives of effective assessment design and implementation, sending out a call for redirecting assessment to improve student achievement and inform instruction.

Hardcover

ISBN 978-1-934009-06-2

21BCA–BKF232 $34.95

Elements of GradingA Guide to Effective PracticeBy Douglas Reeves

Learn several strategies for improving grading practices, while examining the common arguments against reform. The book includes examples, case studies, and opportunities for reflection.

ISBN 978-1-935542-12-4

21BCA–BKF410 $24.95

NEW!

The Last FrontierTackling the Grading DilemmaFeaturing Ken O’Connor


Standards-Based Reporting and Formative AssessmentOn the Road to a Highly Reliable OrganizationFeaturing Robert J. Marzano

90-minute DVD with presentation; CD presentation handouts and supporting resources UPC 811796010377 21BCA–DVF040 $195.00

Content, Then ProcessTeacher Learning Communities in the Service of Formative AssessmentFeaturing Dylan Wiliam

86-minute DVD with presentation; CD presentation handouts and supporting resources

UPC 811796010544 21BCA–DVF058 $195.00

Raising Questions and Finding Answers in Our Grading PracticesFeaturing Tim Brown


Engaging the Nintendo GenerationReal Student AssessmentFeaturing Sharon V. Kramer



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Featuring Sharon V. Kramer


Featuring Sharon V. KramerFeaturing Sharon V. Kramer


Featuring Ken O’Connor


Featuring Ken O’ConnorFeaturing Ken O’Connor


On the Road to a Highly Reliable OrganizationFeaturing Robert J. MarzanoOn the Road to a Highly Reliable OrganizationOn the Road to a Highly Reliable OrganizationFeaturing Robert J. Marzano


Featuring Robert J. Marzano


Featuring Tim Brown


in Our Grading PracticesFeaturing Tim Brown

84-minute DVD with presentation; CD with presentation handouts and supporting resources84-minute DVD with presentation; CD with presentation 84-minute DVD with presentation; CD with presentation handouts and supporting resources

of Formative AssessmentFeaturing Dylan Wiliam

Teacher Learning Communities in the Service of Formative Assessmentof Formative AssessmentFeaturing Dylan WiliamFeaturing Dylan Wiliam


Featuring Dylan WiliamFeaturing Dylan Wiliam


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This icon will show you the experts who can help and the resources and events that will support you.

Common Core State Standards Assessment Expert Chris Jakicic Gives the Lowdown

Each of the sets of standards is built around a framework. Get to know the framework before you start working with your individual set of grade-level standards. For example, ELA has a set of literature standards that mirror a set of informational text standards. Being aware of the companion

standard will help you get more depth in your teaching.

The ELA standards build on each other every year. It’s an eye-opener to read one standard all the way through from kindergarten to 12th grade. For example, read the “Key Ideas and Details” standard #1 to see where it starts in kindergarten and how it changes each year until the student graduates in 12th grade.

This will allow you greater understanding of where your students are coming from and where you need to prepare them to go.

While the standards are considered more rigorous, they are not necessarily “accelerated.” In most cases, teachers won’t need to be prepared to teach content that is at higher grade levels than they’ve been teaching, but will likely have to teach it in more depth. It is critical that

teachers know what the students have already learned before they start each unit of instruction so that they don’t waste time reteaching concepts the students already know. This will give you more time to teach in depth.

Each appendix is valuable! The ELA Appendix A is filled with information about how the standards fit together and with important vocabulary about the way they’re written. Appendix B provides lots of examples of text that will be appropriate for use in increasing “text complexity” in our classrooms. Appendix C provides examples of student writing. While we wish it provided models of both strong and weak work,

it does provide proficient examples. For the math standards, Appendix A is rich with background information about the framework of the standards as well as understanding about two paths for implementing the high school standards.

In ELA we have a new goal—text complexity! The standards require teachers to prepare their students using more complex text—text that has more sophisticated language and structure and that requires students to engage in different ways. We will need to choose our text more carefully considering lengthier pieces, those with richer vocabulary, and those written

with structure that is more challenging for our students. Robin J. Fogarty and Brian M. Pete

“Focus on the ‘end game’—teaching students how to think like a scientist, like an engineer, like a mathematician, like a symphony conductor, like an architect, like a surgeon, or like an entrepreneur.”

James A. Bellanca

“Teachers well prepared to balance instruction with the new standards will have the opportunity to differentiate strategies and curriculum.”

Douglas Fisher

“Be careful with excessive and unrelated frontloading—let students read the text and develop inquiry as a result of that reading.”

Timothy Kanold

“What the CCSS expect students to learn at each grade level or in each course is blended with how they expect students to learn it. There is an expected content progression for learning through the grades.”

English Learners

Differentiation

Mathematics

21st Century Skills

WhAT OThER ExPERTS ARE SAYING:

Ready to align to the Common Core State Standards?

Books & Videos

free resources online ebook related event related workshop authorspeak session 17

Books & VideosBooks & VideosBestseller!

Motivating Students25 Strategies to Light the Fire of EngagementBy Carolyn Chapman and Nicole Vagle

Instill a lasting love of learning in students of any age. Learn why students disengage and how to motivate them to achieve success with a five-step framework.

W ISBN 978-1-935249-78-8

21BCA–BKF371 $29.95

You’ve Got to Reach Them to Teach Them Hard Facts About the Soft Skills of Student EngagementBy Mary Kim Schreck

Navigate the hot topic of student engagement with a true expert. Real-life notes from the field, detailed discussions, practical strategies, and space for reflection complete this essential guide.

ISBN 978-1-935542-05-6

21BCA–BKF404 $29.95

Teaching Students to Read Like Detectives Comprehending, Analyzing, and Discussing TextBy Douglas Fisher, Nancy Frey, and Diane Lapp

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

ISBN 978-1-935543-52-7

21BCA–BKF499 $24.95

Defensible DifferentiationWhat Does It Take to Get It Right?Featuring Carol Ann Tomlinson

One-size-fits-all instruction approaches do not serve today’s academically diverse student population, and simply claiming to practice differentiation is not a magic bullet. In this keynote, Dr. Tomlinson calls on teachers to implement best practices regarding curriculum, assessment, instruction, and learning environment—and to grasp how these factors interrelate. She examines and invites educators to scrutinize their practices, applying the four foundational principles of effective differentiation.


UPC 811796010506 21BCA–DVF053 $195.00

Backward DesignFeaturing Jay McTighe

In this keynote, Jay uses Understanding by Design as the foundation to help participants to distinguish three learning goals—acquisition, meaning making, and transfer—and their implications for instruction, apply the WHERETO framework to instructional planning, and review practical classroom assessment strategies for enhancing student learning.


Think Big, Start SmallHow to Differentiate Instruction in a Brain-Friendly ClassroomBy Gayle Gregory and Martha Kaufeldt

You no longer have to be a neuroscientist to understand how your students absorb knowledge. This easy-to-comprehend guide pares down the vast field of neuroscience and covers the brain basics that affect your classroom the most—attention, memory, emotions, and stress. With a variety of simple brain-compatible strategies, you’ll see a measurable difference in your differentiated classrooms.

ISBN 978-1-935543-06-0

21BCA–BKF471 $24.95

Differentiation and the BrainHow Neuroscience Supports the Learner-Friendly ClassroomBy 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.

ISBN 978-1-935249-59-7

21BCA–BKF353 $29.95

Common Core State Standards Assessment Expert Chris Jakicic Gives the Lowdown IN

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Backward DesignFeaturing Jay McTighe

In this keynote, Jay uses Understanding by Design

Backward DesignBackward DesignFeaturing Jay McTighe

strategies for enhancing student learning.

60-minute DVD with presentation; CD with

In this keynote, Jay uses Understanding by Design as the foundation to help participants to distinguish three learning goals—acquisition, meaning making, and transfer—and their implications for instruction, apply the WHERETO framework to instructional planning, and review practical classroom assessment

In this keynote, Jay uses Understanding by Design

strategies for enhancing student learning.

60-minute DVD with presentation; CD with

planning, and review practical classroom assessment

In this keynote, Jay uses Understanding by Design as the foundation to help participants to distinguish three learning goals—acquisition, meaning making, and transfer—and their implications for instruction, apply the WHERETO framework to instructional planning, and review practical classroom assessment


Bestseller!

Mind, Brain, & EducationNeuroscience Implications for the ClassroomEdited 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. In this book, primary researchers share the latest findings in neuroscience as well as applications, examples, and innovative strategies.

Hardcover

ISBN 978-1-935249-63-4

21BCA–BKF358 $34.95

Laughing MattersStrategies for Building a Joyful Learning CommunityBy Susan Stephenson and Paul Thibault

Laughing Matters is packed with research-based strategies for creating a joyful environment that increases learning potential and educator effectiveness. ISBN 978-1-932127-91-1 21BCA–BKF213 $19.95

What We Know About Mathematics Teaching and LearningBy McREL

3rd Edition Designed for accessibility, this book supports mathematics education reform and brings the rich world of education research and practice to pre-K–12 educators. ISBN 978-1-935249-95-5 21BCA–BKF395 $24.95


Ensuring Success in Math and ScienceCurriculum and Teaching Strategies for At-Risk LearnersBy Randolf Tobias

This book discusses the plight of children at risk who struggle with math and science and offers proven curriculum and teaching strategies. Grades K–8 ISBN 978-1-932127-88-1 21BCA–BKF223 $24.95

Designing & Teaching Learning Goals & ObjectivesBy Robert J. Marzano

This book summarizes key research behind designing and teaching learning goals and objectives and translates that research into step-by-step hands-on strategies.

ISBN 978-0-9822592-0-7

21BCA–BKL001 $24.95

The latest titles from Robert J. MarzanoPublished by Marzano Research Laboratory

Head of the ClassThe Collected Kappan Cartoons for EducatorsBy Phi Delta Kappa International

Treat yourself and your colleagues to a healthy dose of laughter with this compilation of the best cartoons ever published in Phi Delta Kappan.

ISBN 978-1-935249-36-8

21BCA–BKF328 $16.95

A Joint Publication of Solution Tree and Phi Delta Kappa International

On Excellence in TeachingEdited by Robert MarzanoBy Barrie Bennett, David Berliner, Jere Brophy, Lynn Erickson, Thomas Good, Heidi Hayes Jacobs, Jana Marzano, Robert Marzano, Richard Mayer, Jay McTighe, Matthew Perini, Debra 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.

Hardcover

ISBN 978-1-934009-58-1

21BCA–BKF278 $34.95

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The Highly Engaged ClassroomBy Robert J. Marzano and Debra J. PickeringWith Tammy Heflebower

Student engagement happens as a result of a teacher’s careful planning and execution of specific strategies. This basic premise drives The Highly Engaged Classroom, a self-study text that provides 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.

W ISBN 978-0-9822592-4-5

21BCA–BKL005 $29.95

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Vocabulary Games for the ClassroomBy Lindsay Carleton and Robert J. Marzano

Make direct vocabulary instruction fun and successful. Hundreds of vocabulary terms handpicked by Dr. Marzano cover four content areas and all grade levels.

ISBN 978-0-9822592-6-9

21BCA–BKL007 $34.95


Becoming a Reflective TeacherBy Robert J. MarzanoWith Tina Boogren, Tammy Heflebower, Jessica Kanold-McIntyre, and Debra Pickering

Just as successful athletes must identify personal strengths and weaknesses, set goals, and engage in focused practice to meet their goals, so must teachers. With more than 270 strategies organized under 41 elements of effective teaching, this book combines a model of effective instruction with goal setting, focused practice, focused feedback, and observations and discussions to improve your instructional practices.

W ISBN 978-0-9833512-3-8

21BCA–BKL011 $34.95

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Books & Videos


40 Reading Intervention Strategies for K–6 StudentsResearch-Based Support for RTIBy 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. Grades K–6

W ISBN 978-1-934009-50-5

21BCA–BKF270 $34.95

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

ISBN 978-1-935542-18-6

21BCA–BKF422 $29.95

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

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

ISBN 978-1-935542-00-1

21BCA–BKF399 $34.95

Power Tools for Adolescent LiteracyStrategies for LearningBy Jan Rozzelle and Carol Scearce

This comprehensive collection of powerful literacy tools and strategies for secondary teachers is based on research from top literacy experts. Grades 6–12

ISBN 978-1-934009-35-2 21BCA–BKF261 $29.95

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Teaching Students to Read Like Detectives Comprehending, Analyzing, and Discussing TextBy Douglas Fisher, Nancy Frey, and Diane Lapp


Why Culture CountsTeaching Children of PovertyBy Donna Walker Tileston and Sandra K. Darling

Learn a four-step research-based program for differentiating instruction based on the cultural needs, beliefs, and values of diverse learners. ISBN 978-1-934009-24-6 21BCA–BKF255 $24.95

Focused InstructionAn Innovative Teaching Model for All LearnersBy Gwen Doty

Effectively respond to diverse learning styles and achievement levels with strategies and reproducible tools that help you customize, scaffold, and layer your instruction.

ISBN 978-1-935249-65-8

21BCA–BKF362 $24.95

Teaching Our Children to ThinkBy John Langrehr

Help students develop many of the valuable critical and creative thinking skills that have been identified by educators as essential, including questioning, classifying, inferring, and predicting. Grades 4–12 ISBN 978-1-879639-76-8 21BCA–BKF106 $24.95

Making Homework MatterFeaturing Cassandra Erkens

Understand the value of student mistakes, the importance of formative assessment, and the critical effect of student involvement in setting and achieving learning targets.


Transformational LearningFeaturing Cassandra Erkens

Transform your teaching and help students see where they are, where they’re going, and how to close the gap between the two.


Collaborative Teacher Literacy Teams, K–6Connecting Professional Growth to Student AchievementBy Elaine K. McEwan-Adkins

Explore the work of collaborative literacy teams from their formation to the employment of successful student-focused strategies. Find professional growth units in each chapter that provide educators with the opportunity to discuss key concepts, self-reflect, and remain focused on student achievement. Grades K–6

ISBN 978-1-935542-28-5

21BCA–BKF491 $29.95

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of formative assessment, and the critical effect of student involvement in setting and achieving learning targets.involvement in setting and achieving learning targets.


involvement in setting and achieving learning targets.


involvement in setting and achieving learning targets.involvement in setting and achieving learning targets.


they are, where they’re going, and how to close the gap between the two.they are, where they’re going, and how to close the gap they are, where they’re going, and how to close the gap


between the two.


February 2012February 2012February 2012February 2012


Dr. Robert J. Marzano writes, “Teaching specific terms in a specific way is probably the strongest action a teacher can take to ensure that students have the academic background knowledge they need to understand the content they will encounter in school.” Teach your English language learners unfamiliar language features before they encounter these words in core content areas and standardized test questions.

Focusing on English Language ArtsGrades 6–12

ISBN 978-1-934009-70-3

21BCA–BKF292 $24.95

Focusing on Language in Mathematics, Science, and Social StudiesGrades 6–12

ISBN 978-1-934009-71-0

21BCA–BKF293 $19.95

Making Math Accessible to English Language LearnersPractical Tips and SuggestionsBy r4 Educated Solutions

Help English language learners build academic vocabulary and proficiency in meaningful mathematics while keeping the entire class engaged. A great tool for strengthening classroom instruction, this manual offers research-based strategies that address the affective, linguistic, and cognitive needs of ELLs.

Grades K–2 ISBN 978-1-934009-62-8 21BCA–BKF284 $24.95

Grades 3–5 ISBN 978-1-934009-63-5 21BCA–BKF285 $29.95



Joint Publications of Solution Tree and r4 Educated Solutions

Teaching Your Secondary ELLs the Academic Language of TestsBy r4 Educated SolutionsCommon Language Assessment for

English LearnersBy 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 find organizing principles, lead questions, and action steps all directing you toward collaborative assessment. Yield meaningful information for and about EL learning preferences, build student self-assessment, and inform your instructional decision making based on reliable results.

ISBN 978-1-935249-57-3

21BCA–BKF352 $29.95

NEW!

Teaching Reading & Comprehension to English Learners, K–5By 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. Grades K–5

W ISBN 978-1-935542-03-2

21BCA–BKF402 $24.95

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

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

ISBN 978-1-935249-97-9

21BCA–BKF397 $24.95

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Books & Videos


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NEW!

Bestseller!

Pyramid Response to InterventionRTI, Professional Learning Communities, and How to Respond When Kids Don’t LearnBy Austin Buffum, Mike Mattos, and Chris WeberForeword by Richard DuFour

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.

W ISBN 978-1-934009-33-8

21BCA–BKF251 $27.95

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Simplifying Response to InterventionFour Essential Guiding PrinciplesBy Austin Buffum, Mike Mattos, and Chris Weber

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.

ISBN 978-1-935543-65-7

21BCA–BKF506 $29.95

Pyramid of Behavior InterventionsSeven Keys to a Positive Learning EnvironmentBy 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.

ISBN 978-1-936765-06-5

21BCA–BKF532 $24.95

Pyramid Response to InterventionFour Essential Guiding Principles Featuring Austin Buffum, Mike Mattos, and Chris Weber

Shift to a culture of collective responsibility, and ensure a path of opportunity and success for your students. Focusing on the four Cs vital to student achievement, this powerful four-part program will help you collect targeted information on each student’s individual needs, while offering important learning leverage points. Perfect for self-hosted workshops, this resource will help you create encouraging and efficient team structures in your school.

Four 20-minute programs on 4 DVDs; Facilitator’s Guide (in print and on CD)

UPC 811796010575

21BCA–DVF057 $595.00

Understanding Response to InterventionA Practical Guide to Systemic ImplementationBy Robert Howell, Sandra Patton, and Margaret Deiotte

This straightforward book delivers the nuts and bolts of RTI. Clear examples of effective practices include systems and checklists to assess your RTI progress.

ISBN 978-1-934009-34-5

21BCA–BKF253 $27.95

Closing the RTI GapWhy Poverty and Culture CountBy Donna Walker Tileston

Get a clear understanding of poverty and culture, and learn how RTI can close achievement gaps related to these issues.

ISBN 978-1-935249-38-2

21BCA–BKF330 $19.95

A Joint Publication of Solution Tree and the National Association of Elementary School Principals

Visit go.solution-tree.com/rti for the free RTI reproducibles inside these valuable resources.

Beyond the RTI PyramidSolutions for the First Years of ImplementationBy William N. Bender

This book helps schools deepen the RTI experience by extending the processes beyond initial implementation and across various content areas and grade levels.

ISBN 978-1-934009-12-3

21BCA–BKF280 $29.95

2009 FINALIST

DISTINGUISHED ACHIEVEM

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

Explore three innovations educators can integrate to dramatically improve elementary reading instruction: RTI, differentiated instruction, and technology. Grades K–8

ISBN 978-1-935249-68-9

21BCA–BKF363 $29.95

RTI in MathPractical Guidelines for Elementary TeachersBy William N. Bender and Darlene Crane

This practical guide of the RTI process for mathematics offers background research, implementation guidance, tools for reflection and growth, and additional support strategies. Grades K–5

W ISBN 978-1-934009-54-3

21BCA–BKF279 $29.95

Learning CPRCreating Powerful Responses When Students Don’t LearnFeaturing Austin Buffum


Tiers Without TearsA Systematic Approach to Implementing RTI in PLC SchoolsFeaturing Austin Buffum


A Practical Look at Response to InterventionFeaturing Mike Mattos


On Solid GroundHow PLC Practices Create the Foundation for a Successful Intervention ProgramFeaturing Mike Mattos


Just for you! Travel-free products capture the same cutting-edge, research-based, and inspirational ideas that you’d find at any Solution Tree event.

You need to maintain top-notch teachers.The students you serve depend on it. If you’ve ever been to a Solution Tree event, you know the high caliber of our keynote and breakout presentations.

RTI in Middle and High SchoolsBy William N. Bender

Perhaps more than any other single initiative, response to intervention is likely to restructure how middle and high school teachers teach in a very profound way. This timely and targeted resource discusses the innovations of RTI, differentiated instruction, and instructional technologies. Based on numerous real-world case studies, you’ll explore solutions for the complex challenges the RTI implementation process brings. Grades 6–12

ISBN 978-1-934009-51-2

21BCA–BKF271 $29.95

How RTI Works in Secondary SchoolsBuilding a Framework for SuccessBy Holly Windram, Kerry Bollman, and Sara Johnson

Focusing on the unique response to intervention challenges faced by those working in a secondary school—including larger student and educator populations, curriculum specializations, a growing achievement gap, and more—the authors outline three imperative components to a successful RTI program, and then provide action steps and examples illustrating how each component should surface within the different RTI tiers.

ISBN 978-1-935542-87-2

21BCA–BKF459 $29.95

Implementing RTI With English Learners

By Douglas Fisher, Nancy Frey, and Carol Rothenberg


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Featuring Austin Buffum


Don’t LearnFeaturing Austin BuffumFeaturing Austin Buffum


Featuring Austin Buffum


PLC SchoolsFeaturing Austin BuffumFeaturing Austin Buffum



Featuring Mike Mattos


Featuring Mike Mattos


Successful Intervention ProgramFeaturing Mike MattosFeaturing Mike Mattos


70-minute DVD with presentation; CD with presentation handouts and supporting resources 70-minute DVD with presentation; CD with presentation handouts and supporting resources 70-minute DVD with presentation; CD with presentation 70-minute DVD with presentation; CD with presentation

60-minute DVD with presentation; CD with presentation handouts and supporting resources60-minute DVD with presentation; CD with presentation handouts and supporting resources60-minute DVD with presentation; CD with presentation 60-minute DVD with presentation; CD with presentation

handouts and supporting resourceshandouts and supporting resources78-minute DVD with presentation; CD with presentation

76-minute DVD with presentation; CD with presentation handouts and supporting resources 76-minute DVD with presentation; CD with presentation handouts and supporting resources 76-minute DVD with presentation; CD with presentation 76-minute DVD with presentation; CD with presentation

NEW!

NEW!

Bestseller!

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Books & Videos


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Critical Conversations in Co-TeachingA Problem-Solving ApproachBy Carrie Chapman and Cate Hart Hyatt

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

ISBN 978-1-935542-32-2

21BCA–BKF428 $24.95

Inclusion Strategies & InterventionsBy Toby J. Karten

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

ISBN 978-1-935543-23-7 21BCA–BKF381 $29.95

When Actions Speak Louder Than WordsUnderstanding the Challenging Behaviors of Young Children and Students With DisabilitiesBy 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. Enlightening, sometimes humorous stories provide examples of how children use behavior to communicate. Engaging exercises and end-of-chapter questions can be used to improve current practice. Grades K–6

ISBN 978-1-934009-60-4

21BCA–BKF274 $29.95

Making Math Accessible to Students With Special NeedsPractical Tips and SuggestionsBy r4 Educated Solutions

This manual offers tools and guidance to increase confidence and competence so that 99 percent of students will be able to access enrolled grade-level mathematics. Chapters cover federal and state legislation, research-based instructional best practices, and alternative instruction and assessment practices.

Grades K–2 ISBN 978-1-934009-66-6 21BCA–BKF288 $29.95




Joint Publications of Solution Tree and r4 Educated Solutions

Creating Successful Inclusion ProgramsGuidelines for Teachers and AdministratorsBy Martin Henley

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

ISBN 978-1-935249-71-9 21BCA–BKF366 $19.95


Reconnecting YouthA Peer Group Approach to Building Life SkillsBy Leona L. Eggert and Liela J. Nicholas

2nd Edition Make a positive impact on youth at risk in your school. This award-winning curriculum has been proven effective in helping high-risk youth achieve in school, manage their anger, and decrease their drug use, depression, and suicide risk.

Six-volume Leader’s Set including 256-page Student Workbook; CD

ISBN 978-1-935249-64-1 21BCA–BKF406 $299.95

Additional 256-page Student WorkbookISBN 978-1-935249-37-5 21BCA–BKF380 $24.95

Pack of 10 Student Workbooks21BCA–BKF390 $211.95

CASTCoping And Support TrainingBy Leona L. Eggert and Liela J. Nicholas

A SUICIDE-PREVENTION PROGRAM

Engage youth at risk in supportive, small-group skills training with this high school–based program proven to decrease suicide risk, emotional distress, drug involvement, and school problems.

Over the course of six weeks, CAST program participants (peer groups of six to eight students) develop a strengthened sense of community and a skills set that involves goal setting, decision making, and personal control for making positive life choices.

Training to implement the CAST program is strongly recommended to achieve the maximum benefits and to ensure the safety of the participants.

157-page Leader’s Guide; 102-page Student Workbook; 67 teaching aids; 12 agendas; “Just Say No” cards Grades 7–12 ISBN 978-0-9778916-0-3 21BCA–BKR004 $699.00

102-page Student Workbook 21BCA–BKR001 $26.50

Pack of 8 Student Workbooks 21BCA–BKR002 $190.80

Produced by Reconnecting Youth Publications

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K Boys in PovertyA Framework for Understanding DropoutBy Ruby K. Payne and Paul D. SlocumbForeword by Michael Gurian

Examine risks and interventions for dropout among boys in poverty. Explore dropout among sensitive, gay, gifted, ADHD, and postadolescent males.

ISBN 978-1-935542-22-3

21BCA–BKF383 $24.95

No Disposable KidsBy Larry K. Brendtro, Arlin Ness, and Martin MitchellForeword by Muhammad Ali

Learn strategies for fostering resiliency in youth. This resource helps you cultivate positive feelings and build mutual respect between you and your students. ISBN 978-1-932127-31-7 21BCA–BKF177 $24.95

Reclaiming Youth at RiskOur Hope for the FutureBy Larry K. Brendtro, Martin Brokenleg, and Steve Van BockernForeword by Archbishop Desmond Tutu

Open new doors for youth at risk by using strategies based on a compelling, effective combination of Native American philosophies and Western psychology. ISBN 978-1-879639-86-7 21BCA–BKF116 $19.95

Reclaiming Youth at RiskOur Hope for the FutureFeaturing Larry Brendtro, Martin Brokenleg, and Steve Van Bockern

Venture inside real schools and residential treatment centers that have successfully improved interaction with youth at risk and their families.

Three 20-minute DVDs; 108-page Facilitator’s Guide (in print and on CD) ISBN 978-1-932127-34-8 21BCA–DVF011 $395.00

The Resilience RevolutionDiscovering Strengths in Challenging KidsBy Larry K. Brendtro and Scott J. Larson

Discover effective ways of connecting with youth at risk. In this inspiring resource, the authors focus on strength-based alternatives to punishment. ISBN 978-1-932127-82-9 21BCA–BKF210 $19.95

Rediscovering HopeOur Greatest Teaching StrategyBy Richard L. Curwin

Grade students with motivation in mind. Manage competition in the classroom. This practical book offers a wealth of strategies for everyday challenges.

ISBN 978-1-879639-24-9 21BCA–BKF228 $21.95

Bestseller!

25

Books & Videos


Reclaiming Our Prodigal Sons and DaughtersA Practical Approach for Connecting With Youth in ConflictBy Scott Larson and Larry Brendtro

Explore this penetrating portrayal of the rootlessness of many of today’s youth, and gain a powerful four-step plan for reaching them by cultivating trust, competence, responsibility, and commitment. The authors share perspectives from youth and offer research and practices to help you reach youth at risk.

ISBN 978-1-879639-69-021BCA–BKF097 $24.95

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Teaching for DiversityA Guide to Greater UnderstandingBy Ricardo L. García

3rd Edition Explore the demographic shifts in American life and schools throughout the late 20th and early 21st centuries, and examine the impact of these shifts on education. This book provides a powerful theoretical framework for thinking about and fostering acceptance of diversity and difference. Utilizing a combination of theory and concrete examples, the author constructs a vision of schools as the foundation for an inclusive, democratic society.

ISBN 978-1-935542-01-8 21BCA–BKF400 $24.95

A Joint Publication of Solution Tree and Phi Delta Kappa International

Parents Assuring Student SuccessAchievement Made Easy by Learning TogetherBy John R. Ban

2nd Edition Parents Assuring Student Success lays out an easy-to-follow, systematic method that gives you the tools to show parents how to function as teachers in their own homes, bringing them back into the teaching-learning equation in order to help their children succeed.

ISBN 978-1-879639-72-0 21BCA–BKF098 $24.95

From Rage to HopeStrategies for Reclaiming Black & Hispanic StudentsBy Crystal KuykendallForeword by Asa G. Hilliard III

2nd Edition Become an empowered Merchant of Hope armed with positive strategies for reaching Black and Hispanic students and sparking motivation toward achievement. ISBN 978-1-932127-15-7 21BCA–BKF157 $29.95

Parents on Your Side®

A Teacher’s Guide to Creating Positive Relationships With ParentsBy Lee Canter and Marlene Canter

2nd Edition Employ strategies for creating positive parental relationships that lead to a more positive, effective classroom and additional support for your efforts. ISBN 978-1-934009-19-2 21BCA–BKF247 $29.95

PASSport to SuccessA PASS Training ProgramBy Vickie Burt Based on Parents Assuring Student Success by John R. Ban

This user-friendly program trains parents to work with their children in the home to instill academic skills. The curriculum can be used to train parents directly or as a curriculum to “train the trainer” and covers each of the eight modules found in Ban’s book.

200-page Trainer’s Manual; 167-page Parent Workbook (Parents Assuring Student Success by John R. Ban); CD

ISBN 978-1-879639-83-621BCA–BKF113 $179.00

Parents Assuring Student Success ModulesBy John R. Ban

Exact replicas of the modules in Parents Assuring Student Success, these workbooks are perfect for parent nights, open houses, and parent orientations.Each pack contains 10 workbooks on the same module topic. Packs cannot be divided into smaller quantities.

$30.00 per module

Module 1: Parent AttitudeISBN 978-1-879639-95-9

21BCA–BKF158

Module 2: The Home EnvironmentISBN 978-1-879639-96-6

21BCA–BKF159

Module 3: Study SkillsISBN 978-1-879639-97-3

21BCA–BKF160

Module 4: Homework & Learning ExpeditersISBN 978-1-879639-98-0

21BCA–BKF161

Module 5: Note-Taking SkillsISBN 978-1-879639-99-7

21BCA–BKF162

Module 6: Preparing for TestsISBN 978-1-932127-00-3

21BCA–BKF163Module 7: Memory & Thinking Skills

ISBN 978-1-932127-01-0 21BCA–BKF164

Module 8: Reading SkillsISBN 978-1-932127-02-7

21BCA–BKF165

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Assertive Discipline® DVDPositive Behavior Management for Today’s ClassroomBy 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.

Five 20-minute programs on 5 DVDs; 56-page Facilitator’s Guide (in print and on CD)

ISBN 978-1-934009-73-4 21BCA–DVF017 $495.00

Assertive Discipline®

Positive Behavior Management for Today’s ClassroomBy Lee Canter

4th Edition This classic resource now includes a real-time coaching model and guidance for establishing a schoolwide Assertive Discipline® program.

ISBN 978-1-934009-15-4 21BCA–BKF246 $24.95

Classroom Management for Academic SuccessBy Lee Canter

This groundbreaking resource details effective management strategies you can implement from day one so that all students achieve in the classroom.

ISBN 978-1-935249-01-6 21BCA–BKF488 $39.95

First-Class TeacherSuccess Strategies for New TeachersBy Lee Canter

This essential survival tool includes hundreds of strategies, lesson ideas, and activities, plus dozens of reproducibles for new and returning K–12 teachers.

ISBN 978-1-932127-56-0 21BCA–BKF187 $22.95

PeacemakersA Violence Prevention ProgramDeveloped by Jeremy P. Shapiro for Applewood Centers, Inc.

Prevent youth violence and improve interpersonal behavior with this award-winning intervention program. Research-based instruction combines best practices from both psychology and values education. Grades 4–8

ISBN 978-1-879639-93-5 21BCA–BKF125 $169.00

The Bullying Prevention HandbookA Guide for Principals, Teachers, and CounselorsBy John H. Hoover and Ronald L. Oliver

2nd Edition Solve bully-victim problems through education, mediation, and cultivation of respect and caring. New chapters explore modern-day issues like cyberbullying, “gay bashing,” and more.

ISBN 978-1-934009-11-6 21BCA–BKF233 $34.95

Behave Yourself!Helping Students Plan to Do BetterBy Ambrose Panico

Learn specific strategies for developing behavior intervention plans (BIPs) that lead to long-term, positive change for general and special education students.

ISBN 978-1-934009-41-3 21BCA–BKF267 $19.95

What Do I Do When…?How to Achieve Discipline With Dignity in the ClassroomBy Allen N. Mendler

Understand the principles that place dignity at the core of classroom management, explore what motivates misbehavior, and learn strategies for making a positive impact on schoolwide discipline.

ISBN 978-1-934009-07-9

21BCA–BKF230 $24.95

MORE What Do I Do When…?Powerful Strategies to Promote Positive BehaviorBy Allen N. Mendler

Counter negative student behavior with positive actions that preserve dignity. This resource provides 60 powerful, proven strategies for reaching challenging students. ISBN 978-1-934009-43-7 21BCA–BKF231 $24.95

Teaching Self-ControlA Curriculum for Responsible BehaviorBy Martin Henley

2nd Edition Use the same skills you bring to teaching mathematics, reading, and science to incorporate this social skills curriculum that builds self-control. Grades K–8

ISBN 978-1-932127-12-6

21BCA–BKF147 $29.95

Motivating Students Who Don’t CareSuccessful Techniques for EducatorsBy Allen N. Mendler

Spark enthusiasm in your classroom with proven strategies and effective processes to reawaken motivation in students who aren’t prepared, don’t care, and won’t work.

ISBN 978-1-935249-67-2

21BCA–BKF360 $17.95

As Tough as NecessaryA Discipline With Dignity Approach to Countering Violence, Aggression, and Hostility in Our SchoolsFeaturing Richard Curwin and Allen Mendler

This DVD set demonstrates how to create a school climate that reverses the trends of anger, hostility, and aggressive behavior while helping youth be successful.

Four 20-minute DVDs; 70-page Facilitator’s Guide (in print and on DVDs) ISBN 978-1-934009-22-2 21BCA–DVF012 $395.00

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Aligned with the fourth edition of the book Disciplineteachers modeling the Assertive Discipline


By Lee Canter

Aligned with the fourth edition of the book Disciplineteachers modeling the Assertive Discipline


Featuring Richard Curwin and Allen Mendler


Four 20-minute DVDs; 70-page Facilitator’s Guide


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Books & Videos

free resources online ebook related event related workshop authorspeak session authorspeak session

Power StrugglesSuccessful Techniques for Educators By Allen N. Mendler and Brian D. Mendler

2nd Edition Illustrating the root causes of classroom misbehavior, the dedicated authors offer a range of easy-to-implement instructions and activities to defuse and prevent disruptive classroom moments.

ISBN 978-1-935543-20-6 21BCA–BKF480 $17.95

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 proven, practical strategies found in this resource.

ISBN 978-1-934009-25-3 21BCA–BKF229 $24.95

Discipline With DignityA Plan for Prevention, Action, and Resolution of Challenging Classroom BehaviorsFeaturing Richard Curwin and Allen Mendler

Teach students responsibility, self-discipline, and self-control to help them feel connected, competent, and empowered, and teach them to have empathy for others.

Three 20-minute DVDs; 108-page Facilitator’s Guide (in print and on CD)

ISBN 978-1-934009-21-5 21BCA–DVF013 $395.00

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The Four Keys to Effective Classroom and Behavior Management Building Community, Motivation, Responsibility, and School SafetyFeaturing 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 VHS; DVD; 80-page Facilitator’s Guide (in print and on CD)

ISBN 978-1-932127-96-6 21BCA–VIF093 $595.00

Teaching EmpathyA Blueprint for Caring, Compassion, and CommunityBy David A. Levine

Focus on teaching empathy and build a culture of caring in the classroom. A CD of the author’s original music enhances the learning experience.

ISBN 978-1-935249-00-9

21BCA–BKF313 $29.95

Teacher’s Plan Books Plus #1–7 By Lee Canter 112 pages; spiral-bound; grades K–8

#1 Assertive Discipline® ISBN 978-1-932127-68-3 21BCA–BKF194 $12.95

#2 Assertive Discipline® ISBN 978-1-932127-71-3 21BCA–BKF195 $12.95

#3 Homework Without Tears® ISBN 978-1-932127-69-0 21BCA–BKF196 $12.95

#4 Parents on Your Side® ISBN 978-1-932127-70-6 21BCA–BKF197 $12.95

#5 Motivating Today’s Learner™ ISBN 978-1-932127-72-0 21BCA–BKF198 $12.95

#6 Practical Tips for New Teachers® ISBN 978-1-932127-67-6 21BCA–BKF199 $12.95

#7 Reading and Literacy A to Z ISBN 978-1-932127-73-7 21BCA–BKF200 $12.95

Boys Will Be Boys, But What About Girls?Childhood Aggression and GenderFeaturing Nicki Crick

50-minute DVD; PowerPoint

UPC 811796010124 21BCA–DVF014 $99.95

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

45-minute DVD; PowerPoint UPC 811796010131 21BCA–DVF015 $99.95

The Role of the BystanderFeaturing Stuart Twemlow


UPC 811796010148 21BCA–DVF016 $99.95

Bullying and Beyond Series

Record Book PlusBy Lee CanterRecord Book Plus includes open-ended and traditional grading sheets, behavior-management documentation sheets, and parent communication resources with helpful tips and guidelines. Grades K–8

ISBN 978-1-932127-59-1 21BCA–BKF190 $12.95

The School of Belonging Plan BookBy David A. LevineQuickly establish classroom values and principles that guide students to make prosocial choices. This plan book is your foundation for creating a culture of caring. Grades 3–8

ISBN 978-1-932127-94-2 21BCA–BKF218 $12.95

Building Classroom CommunitiesStrategies for Developing a Culture of CaringBy David A. Levine

This resource will help you create a unified, caring classroom in which all students feel they belong and love the learning process. Grades K–8 ISBN 978-1-935249-91-7 21BCA–BKF391 $19.95

Featuring Richard Curwin and Allen Mendler


Three 20-minute DVDs; 108-page Facilitator’s Guide (in print and on CD)

Featuring Richard Curwin and Allen MendlerFeaturing Richard Curwin and Allen Mendler


Three 20-minute DVDs; 108-page Facilitator’s Guide

Teacher’sPlan Books Plus #1–7 Plan Books Plus #1–7 Plan Books Plus #1–7

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


Building Community, Motivation, Responsibility, and School SafetyFeaturing Richard L. Curwin and Allen N. Mendler


Four 20-minute VHS; DVD; 80-page Facilitator’s Guide

Building Community, Motivation, Responsibility, Building Community, Motivation, Responsibility, and School SafetyFeaturing Richard L. Curwin and Allen N. Mendler


NEW!

By David A. Levine


and CommunityBy David A. Levine


28 Schedule professional development today! Visit solution-tree.com or call 888.763.9045

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administrator, and central office coordinator. As a former elementary principal, Becky helped her school earn state and national recognition as a model PLC. Becky is coauthor of many books and video series on the topic of PLCs.

Presentation Titles Include: • ThePowerofPLCatWork™:BringingtheBigIdeastoLife • RaisingtheBarandClosingtheGap:WhateverItTakesin

Elementary Schools • WeNeedMoreTime!ElementarySchedulesThatSupportthePLCProcess • OneIstheLoneliestNumber:DevelopingLeadershipCapacityin

Your School

Richard DuFour,EdD,wasapublicschool educator for 34 years, serving as a teacher, principal, and superintendent. He served as the principal of AdlaiE.StevensonHighSchoolinLincolnshire,Illinois,from 1983 to 1991 and as superintendent of the district from 1991 to 2002.

Presentation Titles Include: • ImplementingthePLCProcess:WillYouSoarorSettle? • RaisingtheBarandClosingtheGap:WhateverItTakes

in Secondary Schools • GettingStarted:BuildingConsensusandRespondingtoResisters • AssessingProgressonthePLCJourney

Robert Eaker,EdD,isaprofessorintheDepartmentofEducationalLeadershipatMiddleTennesseeStateUniversity,wherehealsoservedasdeanoftheCollege of Education and interim vice president and provost.

Presentation Titles Include: • WhatItMeanstoBE a PLC • FridayNightinAmerica:ACommonSenseApproachto

ImprovingStudentAchievement • DevelopingaStretchCulture • AFocusonLearning:WhatWouldItLookLikeIfWeReallyMeantIt?

Thomas Many,EdD,isaconsultantwhoworkswitheducation stakeholders on organizational leadership, implementationandchange,andPLCatWork™strategiesandconcepts.Dr.Many’slonganddistinguishedcareerincludes 20 years of experience as a superintendent.

Presentation Titles Include:

• BuildingHigh-PerformingCollaborativeTeamsinaPLC • AnOverviewofthePLCatWork™Model • UsingDataandRespondingtotheFourCriticalQuestionsofaPLC • CreatingaCollaborativeCulturetoReachHighLevels

of Student Achievement

Janel Keating, is deputy superintendent of the WhiteRiverSchoolDistrictinWashington.Anaccomplishededucatorwithmorethan20yearsofexperience,Janelhasservedasanelementaryand middle school teacher, elementary principal, and director of student learning.

Presentation Titles Include: • BecomingaPLC,HowtoGetStarted,andDistrictandSchoolLife

AfteraPLCInstitute • RoadMap:JourneytoBecomingaPLC • TheRoleofParentsandtheCommunityinaPLC • ImplementingPLCsDistrictwide

Jane A. G. Kise, EdD,isaconsultantforinstructionalcoaching, differentiation, and effective mathematics instruction.ShehasworkedwithMinneapolisPublicSchools,theBushFoundation,PennsylvaniaDepartmentofEducation,MinnesotaDepartmentofEducation,television stations, businesses, and others.

Presentation Titles Include: • CreatingaCoachingCultureforPLCs • DifferentiationThroughPersonalityTypes • DifferentiationCoaching:AFrameworkforHelpingTeachersChange • DifferentiatedSchoolLeadership:EffectiveCommunication,Collaboration,

andChangeThroughPersonalityType

William Ferriterisasixth-gradeteacherinaPLCnearRaleigh,NorthCarolina.ANationalBoardCertifiedTeacher,Billhasdesignedprofessionaldevelopmentcoursesforeducatorsnationwide.Histrainingsincludehowtouseblogs,wikis,andpodcastsintheclassroom.


• PlugUsIn:UsingDigitalToolstoFacilitatetheWorkofPLCs

• TeachingtheiGeneration: FiveWaystoIntroduceEssentialSkillsUsingWeb2.0Tools

• CommunicatingandConnectingWithSocialMedia

• GetConnected:BuildYourOwnPersonalLearningNetwork(PLN)

Parry Graham,EdD, isamiddleschoolprincipal andclinicalassistantprofessorinNorthCarolina.A former high school teacher, he has administrative experience at the elementary and middle school levels.

Presentation Titles Include: • HowtoBuildaPLCatWork™ • TransformTheoriesofCollaborationIntoHighlyEffectivePractices • StagesofTeamDevelopmentforTeachersandAdministrators • CommonChallengesandSolutionsforDevelopingPLCs

29Schedule professional development today! Visit solution-tree.com or call 888.763.9045

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Dylan Wiliam, PhD,isaconsultantwhoworkswitheducatorsintheUnitedKingdomandNorthAmericatodevelopeffective,research-basedformativeassessmentpractices.HeisformerdeputydirectoroftheInstituteofEducation at the University of London.

Presentation Titles Include: • Content,ThenProcess:TeacherLearningCommunitiesintheService

ofFormativeAssessment • EmbeddedFormativeAssessment

Damian Cooperisanindependentconsultantwhospecializesinhelpingeducatorsthroughouttheworldimprovetheirinstructionalandassessmentskills.Damianhas been a secondary English, special education, and drama teacher; a department head; a librarian; a school consultant; and a curriculum developer.

Presentation Titles Include: • TalkAboutAssessment:EightBigIdeastoImproveLearningfor

ALL Students • RedefiningFair:Assessment,Grading,andReportinginToday’s

Secondary Schools • AssessmentforLearning:Research-BasedStrategiesandTools • FosteringAssessmentLiteracyattheSchoolandDistrictLevels

Beth Reynolds,PhD,specializesinstandards-basedandassessmentforlearning.Sheworkswithteachers,coaches,andadministrators.Dr.Reynoldsisaformer English teacher, high school principal, assistant superintendent,andstatewideconsultantwithmore than 30 years of experience.

Presentation Titles Include: • WhatDoesaStandards-BasedClassroomReallyLookLike? • ImplementingtheCommonCoreStandardsandAlignedAssessments

Simultaneously • AssessmentFORLearning • UsingCommonCoreStandardsandAssessmenttoImproveStudentand

Staff Learning

Ken O’Connor is an independent consultant specializingingradingandreporting.Ken’s33-yearteaching career included experience as a geography teacher, department head, and curriculum coordinator responsible for student assessment and evaluation.

Presentation Titles Include: • HowtoGradeforLearning

Sandra Herbsthasworkedinbothelementaryandsecondary schools and is a former classroom and specialty teacher, school administrator, program consultant, and, for the past several years, an assistant superintendent of a large urban school district.

Presentation Titles Include: • WalkingtheTalk:HowLeadersUseAssessment • MakingSenseofQualityClassroomAssessment:SupportingProfessional

Learning Leaders • GettingAssessmentReadyfortheNewSchoolYear • PlanningforStudentSuccess:CreatinganAssessmentPlan

Susan Brookhart, PhD,isaconsultantandanauthor. Her interests include the role of formative and summative classroom assessment in student motivation andachievement,theconnectionbetweenclassroomandlarge-scaleassessment,andgrading.Sheisaformerelementary and middle school teacher.

Presentation Titles Include: • Standards-BasedGrading • Standards,Instruction,andGrading:MakingtheLink • FormativeAssessmentandGrading:GettingtheBalanceRight

Anne Davies,PhD,isanauthor,aconsultant,andaresearcher.Withmorethan30yearsofexperienceineducation,Dr.Davieshasworkedinavarietyofpositions,including classroom teacher, school district coordinator, department of education planner, school administrator, and university instructor.

Presentation Titles Include: • LeadingtheWaytoAssessmentforLearning • JustinTime:AssessmentforLearningforALLStudents • LearningAboutTransformativeAssessment:KeyNotesforLeaders • MakingClassroomAssessmentWork

Chris Jakicic, EdD,servedasprincipalofWoodlawnMiddleSchoolinLongGrove,Illinois,from1999to2007.Underherleadership,thestaffshiftedtowarda collaborative culture focused on learning and implemented assessment for learning practices to shape their instructional strategies.

Presentation Titles Include: • WritingQualityCommonAssessments • MeaningfulDataCanMakeaDifference • TooMuchtoTeach! • SMARTGoals


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Kay Burke, PhD, a consultant, has worked in public education for 20 years, serving as a high school teacher, a department chair, a dean of students, a mentor, an administrator, a college instructor, and an appointed member of the Southern Regional Council of the College Board.

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Presentation Titles Include: • Standards-BasedTeachingandLearning(BothStateandCommon

Core Standards) • BalancedAssessment(FormativeandSummative) • ChecklistsandRubrics • FormativeAssessmentintheRTIFramework

Kim Bailey is director of staff development and instructional support for the Capistrano Unified School District in California. She also teaches courses in educational leadership as an adjunct faculty member at Chapman University in Orange, California.

Presentation Titles Include: • Getting to Quality Common Formative Assessments • KeepingYourPLCTeamsonTrack:WheretheRubberMeetstheRoad • SurvivingandThrivingasaNewTeacher • AligningStandards,Assessment,Intervention,andInstruction

Rob Mancabelli has nearly 20 years of experience in educational leadership, technology, and planning. Since 2003, Rob has inspired audiences around the world with insights into the change process, strategies for engaging stakeholders, and methods for transforming organizations.

Presentation Titles Include: • PersonalLearningNetworks:UsingthePowerofConnectionsto

TransformEducation • The‘Yeah,Buts’:HowtoHandleOppositiontoChange • Schoolsin2020:ARoadMapforEducationalChange • ImprovingTechnologyOperationsandSupport

Will Richardson is known for his work with educators and students to understand and implement instructionaltechnologies.Aformerpublicschooleducator,Will’sownblog(Weblogg-ed.com)isa leading resource for the creation and implementation of web 2.0 technologies.

Presentation Titles Include: • LearninginaNetworkedWorld:ForOurselvesandforOurStudents • TheGreeningofLearning:OnlineNetworksforLearningANDSaving

theWorld • AShiftingNotionofWhatItMeanstoTeach • WeblogsinSchools

Kipp Rogers, PhD, is director of secondary instruction forYorkCountySchoolsinVirginiaandabusinessowner.Withnearly20yearsofexperienceineducation,Dr. Rogers has classroom teaching and instructional leadership experience at all levels in urban and suburban schools.

Presentation Titles Include: • Integrating21stCenturyTechnologyIntoYourCurrentCurriculum • ClosingAchievementGapsUsingCircularProfessionalDevelopment • DifferentiatedandSmallGroupInstructionintheSecondaryClassroom • MotivatingUnmotivatedStudentsUsing21stCenturyTechnology

Nicole Vagle, a consultant, is a former high school reformspecialist.SheworkedwithstaffinMinneapolisPublic Schools to support the implementation of small learningcommunities.Thisreformworkalsoincludedcoaching individuals and teams of secondary teachers in literacy and high expectations for all students.

W Presentation Titles Include: • MotivatingStudents:25StrategiesofEngagement • DesigningCommonAssessments • CommonAssessments:TheProcessandRationale • FormativeandSummativeAssessments

James A. Bellanca has extensive experience as a classroom teacher, alternative school director, professional developer, and intermediate service center consultant. Heisknownforhiscutting-edgeprogramdesignandimplementationofresearch-rich,standards-alignedprofessional learning programs for educators.

Presentation Titles Include: • ConnecttheDots:Rigor,Relevance,andResultsfor21stCenturyStudents • CommonCoreStateStandards:APracticalToolfor21stCentury

Achievement • EmbeddingCriticalandCreativeThinkingintheClassroom • Project-BasedLearning


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Adam Garry is a former elementary school teacher. Hehaspresentedatnumerousconferencesaroundtheworld.Overthepastseveralyears,Adamhasconsultedinschool districts across the United States on school reform, professionaldevelopment,21stcenturyskills,technologyintegration, curriculum and instruction, and leadership.

Presentation Titles Include: • 21stCenturyLearningEnvironments • TeachingtheiGeneration • Learning2.0

Douglas Fisher, PhD, is professor of language and literacyeducationintheDepartmentofTeacherEducationat San Diego State University and a classroom teacher at HealthSciencesHighandMiddleCollege.

Presentation Titles Include: • GradualReleaseofResponsibility:BuildingStudentCompetence

andIndependence • TeachingEnglishLearnersUsingRTI • DifferentiatingInstructionforDiverseLearners • 21stCenturyReadingandWriting

Nancy Frey, PhD, is a professor of literacy in the School ofTeacherEducationatSanDiegoStateUniversity. Dr.FreyalsoteachesclassesatHealthSciencesHighandMiddleCollegeinSanDiego.SheisaboardmemberoftheCaliforniaReadingAssociationandacredentialedspecial educator and reading specialist in California.

Presentation Titles Include: • GradualReleaseofResponsibility:BuildingStudentCompetence

andIndependence • TeachingEnglishLearnersUsingRTI • DifferentiatingInstructionforDiverseLearners • 21stCenturyReadingandWriting

Angela Maiers is an educator, speaker, consultant, and professional trainer specializing in literacy, leadership, and global communications. She has spent more than 20 years working in elementary, middle, and university settings as a classroom teacher, reading specialist, coach, special programs facilitator, and university professor.

Presentation Titles Include: • TheHabitudes:KeyTraitsforLifelongLearningandSuccess • SocialMedia:WhatEveryEducatorNeedstoKnow • DigitalLiteracyandGlobalCommunication • LeadershipinaDigitalAge

Jason Ramsden is chief technology officer for RavenscroftSchoolinRaleigh,NorthCarolina.Acareer educator, Jason has held positions in admissions, communications,andtechnology.Since1997,hisworkhas focused on improving technology and communication in schools.

Presentation Titles Include: • PlacingInnovationattheCoreofSchoolCulture • TheEducator’sFieldGuidetoUnleashingtheInnovatorsWithin • FollowMe:TwitterforSchools • Insidethe CommunicationDirector’sEssentialWeb2.0Toolbox

Eric Sheninger isprincipalofNewMilfordHighSchoolinNewJersey.Heisaformerhighschoolviceprincipal, director of athletics and supervisor of health andphysicaleducation,andscienceteacher.Ericfocuseson establishing and fostering environments designed to preparealllearnerstosucceedinthe21stcentury.

Presentation Titles Include: • HarnessingthePowerofEducationalTechnology • PersonalLearningNetworks • CommunicatingandLearningWithSocialMedia

Sheryl Nussbaum-Beachisa20-yeareducatorwho has been a classroom teacher, technology coach, charter school principal, district administrator, university instructor, and digital learning consultant. Sheryl works withschoolsanddistrictstohelpthemre-envisiontheirlearning cultures and communities.

Presentation Titles Include: • NewDirectionsforClassroomAssessment • PLCsinthe21stCentury:PartnershipsforPowerfulLearning • Introductionto21stCenturyLearning:TheDigitalNativesAreRestless • OvercomingObstaclesinaConnectedWorld

Meg Ormiston is an author and a presenter who specializes in transforming teaching and learning through thepowerofdigitaltools.Formorethan25years,Meghas worked with educators to change instructional practice in the classroom. She has an extensive curriculum backgroundandover12yearsasaclassroomteacher.

Presentation Titles Include: • TeachingintheDigitalAge • MarinatinginMedia:Engaging21stCenturyLearners • Lights,Camera,Engagement! • TheDigitalLeader@School


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Anthony Muhammad, PhD,isamuchsought-aftereducationalconsultant.Apractitionerfornearly20years, he has served as a middle school teacher, assistant principal,andprincipal,andasahighschoolprincipal.Histenure as a practitioner has earned him several awards as both a teacher and a principal.

Presentation Titles Include: • TransformingSchoolCulture:UnderstandingandOvercomingResistance

toNecessaryChange • SchoolReform101:TurningAroundaStrugglingSchool • BuildingaHigh-PerformingMiddleSchoolPLC

Timothy Kanold, PhD,isanaward-winningeducator,author,andconsultant.Heisformerdirectorofmathematics and science, and served as superintendent ofAdlaiE.StevensonHighSchoolDistrict125,amodelprofessionallearningcommunitydistrictinIllinois.

Presentation Titles Include: • ProfessionalDevelopmentasaPLC:CreatingSustainabilityandCoherence

ThroughoutYourSchoolOrganization • TheFiveDisciplinesofPLCSchoolLeaders • ThePLCResponsetoCommonCoreStateStandardsinMathematics • CreatingEffectiveTransitiontotheCommonCoreStateStandards

inMathematics

Casey Reason, PhD, has worked with leaders from all over the world on breakthrough strategies designed to improve performance and overcome resistance to change.Hiseasilyappliedapproachesarefoundedonthe emerging body of research in brain science and adult learning theory.

Presentation Titles Include: • LeadingaHigh-PerformingLearningOrganization • Understanding,Addressing,andOvercomingResistancetoChange • SchoolsWithLessStress,MoreFocus,andDeepLearning • TeacherLeadership2.0:TheTimetoLeadIsNow!

Timothy Waters, EdD,hasservedaspresidentandCEOofMcRELsince1995.HejoinedMcRELin1993asdeputy director following 23 years as a teacher, assistant principal, high school principal, assistant superintendent, andsuperintendent.Heisanacknowledgedinnovatorandleader of education improvement and reform.

Presentation Titles Include: • EducationalLeadership • OrganizationalDevelopment • ChangeManagement • EducationSystems

Anne Conzemius, a trainer and coach, has served as director of employee development and training for Wisconsin’sDepartmentofEmploymentRelations,andasassistantstatesuperintendentattheWisconsinDepartmentofPublicInstruction.

Presentation Titles Include: • ThePowerofSMARTGoals • LeadershipinaLearningCommunity • LeadershipinaTeamEnvironment • SMARTToolsforSMARTSchools

Sheila A. EllerisanelementaryprincipalinMoundsViewPublicSchoolsinMinnesota.Arenownedauthor,consultant, and trainer, she works with educators to developenergizedstaffmeetings,school-improvementinitiatives,team-teachingstrategies,andemployeesupervision.

Presentation Titles Include: • EnergizingStaffMeetings • WorkingWithAngryandDifficultPeople • WorkingWithDeficientandMarginalTeachers • ConductingDifficultConversations

John F. Eller, PhD, is an executive coach and a conflict coachformid-levelexecutives,schoolprincipals,andsuperintendents.Heconsultsnationally,andhisclientsinclude school districts, educational service centers, intermediate education districts, national educational organizations, nonprofit organizations, and others.

Presentation Titles Include: • EnergizingStaffMeetings • WorkingWithAngryandDifficultPeople • WorkingWithDeficientandMarginalTeachers • ConductingDifficultConversations

Douglas Reeves, PhD,isfounderoftheLeadershipandLearningCenter.Theauthorof30booksandmanyarticles on leadership and organizational effectiveness, Dr.ReeveshastwicebeennamedtotheHarvardUniversityDistinguishedAuthorsSeries.HewasnamedtheBrockInternationalLaureateforhiscontributionstoeducation.

Presentation Titles Include: • LeadershipFocus • Assessing21stCenturySkillsforLearning,Teaching,andLeadership • IntegratingCommonCoreStandardsintheClassroom


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Larry Alper is a former teacher and school administrator with more than 30 years of experience in leading schools and developing learning communities forstudents,teachers,andparents.For18years,he wasanelementaryschoolprincipalinVermont.

Presentation Titles Include: • CognitiveBridgetoAcademicAchievementandLanguageDevelopment • DevelopingConnectiveLeadership • LeadershipPracticesforSuccessfulSchool-BasedManagement • LeadingandLearningintheCognitiveAge

Dawn Billings has over 20 years of administrative experience in school and district improvement work, program management, professional development, and policy development and implementation. She has taught at middle and high schools and held a variety of administrative positions.

Presentation Titles Include: • HowtoBecomeaHigh-PerformingSchool:TrainingTeamstoBenchmark

the10IndicatorsofEffectiveness • TheEssentialComponentsofHighPerformance:Benchmarking

Curriculum/Instruction/Assessment • LookingatLeadership:WhenPrincipalsAreFocusedonStudentLearning,

StudentAchievementSoars

Mardale Dunsworth,aconsultant,hasover15years of administrative experience in federal program management, school improvement, policy development and implementation, and data system design and implementation. She is former director of professional developmentforWashingtonState.

Presentation Titles Include: • HowtoBecomeaHigh-PerformingSchool:TrainingTeamstoBenchmark

the10IndicatorsofEffectiveness • TheEssentialComponentsofHighPerformance:Benchmarking

Curriculum/Instruction/Assessment • LookingatLeadership:WhenPrincipalsAreFocusedonStudentLearning,

StudentAchievementSoars

Robert J. Marzano, PhD,iscofounderandCEOofMarzanoResearchLaboratoryinColorado.Aleadingresearcher in education, he is a speaker, trainer, and author ofmorethan30booksand150articlesoninstruction,assessment, writing and implementing standards, cognition, effective leadership, and school intervention.

Presentation Titles Include: • ArtandScienceofTeaching • InstructionalStrategies • ThreeCriticalCommitments

Mark Van Clay is a consultant specializing in collaborative leadership models; aligning appraisal systems and budgeting to strategic priorities; and aligning performance scorecards and dashboards for schoolsanddistricts.Markhas21yearsofexperience as a superintendent.

Presentation Titles Include: • TheRoleofLeadersinCreatingaResultsOrientation • TheRoleofDistrictandBuildingLeadersinCreatingandSustaining

ConditionsThatPromoteStudentLearningatHighLevels

Perry Soldwedel is a consultant for the Consortium ofEducationalChange.Hespecializesintraining,facilitating, and coaching district and school leaders as they strive to improve their organization, team, and personal performance results. Perry has been a grant projects coach.

Presentation Titles Include: • EstablishingWhataDistrictMustBeTIGHTAbouttoBecomea

ProfessionalLearningCommunity • EnsuringaSafeDataCultureforCollaborativeTeams • DesigningaDataSystemFromtheClassroomtotheBoardroom • EngagingStakeholdersinSettingOrganizationalDirection

David Hyerle, EdD,isanauthorandaresearcherfocused on integrating content learning, thinking process instruction,andcollaborativeleadership.ThecreationofhisThinkingMaps® model emerged from his experiences asateacherandbyhisworkwiththeBayAreaWritingProject and the Cognitive Coaching model.

Presentation Titles Include: • CollaborativeLeadership • DevelopingConnectiveLeadership • ImprovingThinkingandLearning • LeadingandLearningintheCognitiveAge

Kimberly Williams, PhD, is a consultant who specializes in assessment, cognition, and improving teachingandlearning.AsafacultymemberatthePlymouthStateUniversityCollegeofGraduateStudies,Dr.Williamsteachesgraduatecoursesforteachersoncognition, history, and philosophy of education.

Presentation Titles Include: • CognitionandLearning • AssessmentofThinkingandLearning • IdentifyingCognitiveDifficultiesinStudents • DevelopingConnectiveLeadership


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Diane Briars, PhD, a mathematics education consultant, was mathematics director of Pittsburgh Public Schools for 20 years. Under her leadership, Pittsburgh schools made significant progress in increasing student achievementthroughstandards-basedcurricula,instruction, and assessment.

Presentation Titles Include: • TheCommonCoreStateStandardsforMathematics:WhatDoThey

MeanforYou? • FromStandardstoActions:ImplementingtheCommonCoreState

StandardsforMathematics • High-LeverageActionsforMathematicsEducationLeaders • Research-BasedPracticesThatIncreaseMathematicsAchievementand

PracticalSuggestionsforImplementingTheminYourClassroom

Carolyn Chapman is a consultant, an author, and ateacher.Shehastaughtinclassroomsatalllevels.Herinteractive,hands-onprofessionaldevelopmentsessionsfocusonmanyofthekeycomponentsfromherbest-selling books. Carolyn works with educators to ensure lifelong success in students of all ages and learning levels.

Presentation Titles Include: • MotivatingStudents:25StrategiesofEngagement • EffectiveDifferentiatedClassroomStrategies • FormativeAssessmentTools • LeadingaDifferentiatedSchool

Mary Kim Schreck is a consultant who has worked withschooldistricts,theNationalWritingProject,andNationalEducationAssociation.Shehas36yearsofclassroom experience in environments ranging from an all-girlsprivateacademytoa270-studentruralschool and a public school of more than 4,000 students.

Presentation Titles Include: • You’veGottoReachThemtoTeachThem • CreativeEngagementforBetterLearningandRTI • CreativeEngagementandCulturalAwareness • StudentEngagement:HardFactsAboutSoftSkills

Carol Ann Tomlinson, EdD,aconsultant,trainer,and presenter, is a faculty member at the University ofVirginiaCurrySchoolofEducation.Hereducationexperienceincludes21yearsasapublicschoolteacherand12yearsasaprogramadministratorofspecial services for struggling and advanced learners.

Presentation Titles Include: • DifferentiationandtheBrain

Martha Kaufeldt is a consultant, a coach, an author, and a keynote speaker. She specializes in curriculum development, differentiated instruction, school restructuring,assessment,andbrain-compatiblelearningstrategies. She has taught at the elementary level and language arts programs in middle and high schools.

Presentation Titles Include: • Brain-CompatibleLearningandDifferentiatedInstructionStrategiesfor

Diverse Classrooms • StrategiestoHookEveryLearner • SixLifesavingStrategiestoAvoidChaosintheDifferentiatedClassroom • DifferentiatingCurriculumContentforGiftedandHigh-Achieving

ElementaryStudents

Gayle Gregory has taught at the elementary, middle, and high school levels as well as in university settings.Withextensiveexperienceasastaffdeveloperand administrator, she consults internationally on brain research, best instructional and assessment practices, leadership, and facilitating school change.

Presentation Titles Include: • DifferentiatedInstructionalStrategies:OneSizeDoesn’tFitAll • StrategiesforTeachingInsidetheBlockSchedule • UsingPLCConceptstoSupportDifferentiatedInstructioninYourSchool • DifferentiatedInstructionalStrategiesinPractice

Cate Hart Hyatt has spent more than 30 years as an educator. She is a research associate for the Center on EducationandLifelongLearningattheIndianaInstituteonDisabilityandCommunityatIndianaUniversity.ShealsoprovidestechnicalassistancetoLearnandServeIndianaschool districts.

Presentation Titles Include: • CriticalConversationsinCo-Teaching:AProblem-SolvingApproach • Project-BasedLearning

Carrie Chapman, PhD, is a faculty member in the EducationalStudies:K–12andSecondaryProgramsDepartmentatMinnesotaStateUniversity,Mankato.SheistheCollegeofEducationco-teachingcoordinatorforallteacher licensure programs.

Presentation Titles Include: • CriticalConversationsinCo-Teaching:AProblem-SolvingApproach


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Francis (Skip) Fennell, PhD, is a professor of education at McDaniel College in Maryland. A mathematics educator who has experience as a classroom teacher, principal, and supervisor of instruction, he is former president of the National Council of Teachers of Mathematics.

Presentation Titles Include: • Competitiveness,Coherence,Communication,andChoices:Issuesand

Challenges for Mathematics Teaching and Learning • FocusonFractions:BuildingFractionsSense • SoYou’reaMathSpecialist/Coach/InstructionalLeader:NowWhat? • TransitioningtoandImplementationofCommonCoreStateStandards

in Mathematics

Sharroky Hollie, PhD, is an assistant professor at CaliforniaStateUniversity,DominguezHills,whereheteaches classroom management, methodology, and secondaryliteracyandlearning.Dr.Holliehastrainedmore than 10,000 teachers and observed approximately 1,000 classrooms over the past several years.


• CulturalandLinguisticPedagogy • CurriculumandInstructionalLeadership • SecondLanguageMethodologyandTeacherEducation • AfricanAmericanEducation

Timothy V. Rasinski, PhD, is a professor of literacy educationatKentStateUniversity.Asaresearcher,author,consultant, and presenter, he focuses on reading fluency and word study, reading in the elementary and middle grades,andreaderswhostruggle.Dr.Rasinski’sresearchon reading has been cited by the National Reading Panel.

Presentation Titles Include: • FivePillarsofEffectiveReading • HelpingStrugglingReadersinTier2andTier3 • ReadingStrategiesforSpecialNeedsStudents

David A. Sousa,EdD,isanauthorandinternationalconsultant.HetaughthighschoolscienceandservedasaK–12 director of science, a supervisor of instruction, and adistrictsuperintendentinNewJerseyschools.HehasalsobeenanadjunctprofessorofeducationatSetonHallUniversityandavisitinglectureratRutgersUniversity.

Presentation Titles Include: • EducationalNeuroscience • TranslateCurrentBrainResearchIntoStrategiesforImprovingLearning • DifferentiationandtheBrain

Brian M. Pete comes from a family of educators—college professors, school superintendents, teachers, andteachersofteachers.Hehasarichbackgroundinprofessional development and has worked with adult learners in districts and educational agencies around the world.

Presentation Titles Include: • FromStaffRoomtoClassroom:CommonCoreStateStandards • Differentiation:It’sNotLouderandSlower • RTITierII:FlexibleSkillGrouping • InformativeAssessment:WhenIt’sNotAbouttheGrade

Robin J. Fogarty, PhD, has trained educators throughout the world in curriculum, instruction, and assessmentstrategies.Shehastaughtatalllevels,servedas an administrator, and consulted with state departments and ministries of education.

Presentation Titles Include: • FromStaffRoomtoClassroom:CommonCoreStateStandards • Differentiation:It’sNotLouderandSlower • WhatKidsWillNeedtoKnow25YearsFromNow:21stCenturySkills • Data!Dialogue!Decisions!InterventionsThatMaketheDifference

Patricia Cunningham, PhD, is a professor ofeducationatWakeForestUniversity.Shespecializes in finding ways to help struggling readers. Dr. Cunningham has been an elementary school teacher, a reading specialist, and director of reading for a county school system.

Presentation Titles Include: • WritingtoLearninMath,Science,andSocialStudies • BuildingAcademicVocabularyAcrosstheCurriculum • TeachingStrategiesforComprehendingInformationalText • SupportingStrugglingReadersandEnglishLearners

James Cunningham, PhD, a professor emeritus ofliteracystudiesattheUniversityofNorthCarolinaatChapelHill,hastaughtattheelementaryandsecondarylevels and served as a consultant with schools, districts, and other education agencies in 24 states.

Presentation Titles Include: • WritingtoLearninMath,Science,andSocialStudies • TeachingStrategiesforComprehendingInformationalText • Tier2ReadingInterventionsThatTargetStudentNeeds • ImplementingtheCommonCoreStandardsforEnglishLanguageArts


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Presentation Titles Include: • MakingMathAccessibletoEnglishLanguageLearners • TeachingYourSecondaryELLstheAcademicLanguageofTests

Sherry Olivares Belinda Rendon Pascual Yacovodonato

Margarita Calderón, PhD, is professor emerita and seniorresearchscientistattheJohnsHopkinsUniversitySchoolofEducation.Shehasconductedresearch,training,and curriculum development for teaching language, reading comprehension, and content knowledge to K–12Englishlearners.

Presentation Titles Include: • TeachingAcademicVocabularytoELsandStrugglingReaders • TeachingReadingComprehensiontoK–5ELs • TeachingLanguage,Literacy,andContentto6–12ELs • TeachingWritingtoELs

Margo Gottlieb, PhD, is director of assessment andevaluationfortheIllinoisResourceCenterandleaddeveloperfortheWorld-ClassInstructionalDesignandAssessmentConsortiumattheWisconsinCenterforEducationResearchattheUniversityofWisconsin-Madison.

Presentation Titles Include: • CommonInstructionalAssessment:BuildingBlocksforMeasuring

AcademicLanguage • CommonLanguageAssessmentforEnglishLearners

Carol RothenbergiscoordinatoroftheNewArrivalCenterfortheSanDiegoUnifiedSchoolDistrict.ThisprogramassistsadolescentswhoarenewtoEnglish.She has worked with elementary and secondary schools throughout the district, training teachers and administrators on effective programs and instruction.

Presentation Titles Include: • LearningLanguageorLearningDisability?ImplementingRTIWithELs • StructuringInstruction:TheGradualReleaseofResponsibility • Literacy,Language,andContent:MakingMeaningAcrosstheCurriculum • FoundationsofLiteracy:DevelopingAcademicOralLanguage

Tom Hierckhasbeenaneducatorsince1983ina career that has spanned all grade levels and many rolesinpubliceducation.Hisexperiencesasateacher,administrator, district leader, department of education project leader, and executive director have provided a unique context for his education philosophy.

Presentation Titles Include: • PyramidofBehaviorInterventions:SevenKeystoaPositive

LearningEnvironment • BuildingCommonExpectations:TheBehaviorMatrix • CommonFormativeAssessment:InformingandGuidingOurWork • BuildingCommonAssessments

Allen Mendler, PhD, has worked extensively with children of all ages in general and special education settings.Anexperiencededucatorandschoolpsychologist, he has consulted for many schools, as well as day and residential centers throughout the world.

Presentation Titles Include: • MotivatingStudentsWhoDon’tCare • StrategiesforDealingWithDifficultStudents • StrategiestoPromoteStudentResponsibilityandProblem-SolvingAbilities • DevelopingStudentSelf-Control

Ambrose Panico is a veteran educator and change agent who has been a teacher, coach, dean, principal, state due process hearing officer, and central officeadministrator.Heisalsoassistantdirectorof theExceptionalChildrenHaveOpportunitiesJointAgreementinIllinois.

Presentation Titles Include: • ComprehensiveClassroomManagement • ThePlantoDoBetterProcessforCreatingEffectiveBehavior

InterventionPlans(BIPs) • FiveToolsforChangingBehavior • EngagingStudentsWithCreativeActivitiesFromAdventure Education

for the Classroom Community

Charlie Coleman is principal of Cowichan Secondary SchoolinDuncan,BritishColumbia.Hehasbeenaprincipal at the elementary, middle, and secondary levels in ethnically and socioeconomically diverse communities. CharlieisformerprincipalofQuamichanMiddleSchoolandKhowhemunElementaryschools.

Presentation Titles Include: • PyramidofBehaviorInterventions:SevenKeystoaPositive

LearningEnvironment • BuildingaPositiveBehaviorPlanasaPLC • Collaboration:BuildingYourPLCTeam • Learning:KeepingtheFocusinYourPLC


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Eileen Depka is assistant superintendent of educationalservicesfortheSchoolDistrictofElmbrookinWisconsin.Inaddition,sheprovidesprofessionaldevelopmentforK–12administratorsandteachers.Eileenhas taught all subjects at the elementary and middle levels,andshehasalsotaughtgraduate-levelcourses.

Presentation Titles Include: • FormativeAssessmentWithRTI • UsingDataforImprovementPlanning • UsingAssessmenttoImpactStudentAchievement • DelvingIntoData:HowIsItDoneandWhyIsItCrucialtoSuccess

Holly Windram, PhD, is chief education officer of GrandRapidsChristianSchoolsinMichigan.Previously,she was a district director of special education, a school psychologist, and assistant director of special education. Dr.WindramconsultsnationallyonRTIimplementationinsecondary settings.

Presentation Titles Include: • DevelopingandSustaininganRTIFrameworkattheSecondaryLevel • RTIandRolesRevisited:OpportunitiesforSchoolPsychologists • PartneringWithParentsonImplementinganRTIFramework • AssessmentattheSecondaryLevelWithinanRTIFramework

Laura Waller has a strong focus on thematic teaching, technology,anddifferentiatedinstruction.WithabackgroundinlinguisticsandESL,LauraservesK–6underprivilegedchildrenandTitleIstudentswhostrugglein reading, math, and writing. She has been a reading specialist and elementary school teacher.

Presentation Titles Include: • EndingWholeGroupInstruction!DifferentiationandRTIforElementary

Reading • MakingRTIWorkforYou!LearningCentersforTier2Intervention • CommonTechnologiesforRTI:UsingE-AssessmentstoPlanforand

ImplementRTI

Mike Mattos is recognized for his work in the areas ofRTIandPLCs.HeisformerprincipalofbothMarjorieVeehElementarySchoolandPioneerMiddleSchoolinTustin,California.Attheseschools,MikeusedRTIandPLCpractices to create a collaborative environment among his staff and improve learning for all students.

Presentation Titles Include: • PLCsandRTI:HowtoBuildtheFoundationforEffectiveSystematic

Interventions • ConvergentAssessment:UniversalScreening,FormativeAssessment,and

ProgressMonitoringinaSecondaryRTIProgram • FillingtheCracks:HowtoCreateaSystematicInterventionProgram • It’sJust“Ed”:APracticalLookatResponsetoIntervention

Darlene Crane has 20 years of experience in education. She began her career as a middle school special education teacher and is highly skilled in strategies forstudentswithADHDandlearningdisabilitiesandforimplementingRTI.ShehasalsobeenanRTIspecialistfortheWestVirginiaDepartmentofEducation.

Presentation Titles Include: • RTIImplementation • ExplicitInstructionStrategiesforElementaryTeachers

(Readingand/orMath) • DifferentiatedInstruction • ConnectingStateFrameworkstoPracticalApplications

Austin Buffum, EdD,has38yearsofexperienceinpublicschools.Hismanyrolesincludeservingasformersenior deputy superintendent of the Capistrano Unified School District in California. Dr. Buffum has presented in over 400 school districts throughout the country and around the world.

Presentation Titles Include: • SupportingRTIFromtheCentralOfficePerspective • TheFourCsofRTI:RethinkingandSimplifyingRTI • PyramidResponsetoIntervention • LearningCPR:CreatingPowerfulResponsesWhenKidsDon’tLearn

William Bender, PhD, is a leader in instructional tactics with an emphasis on differentiated instruction, responsetointervention,brain-compatibleinstruction,andclassroomdiscipline.Anaccomplishedauthor,hehaswrittenseveralbooks,includingaward-winningprofessional development texts and bestsellers.

Presentation Titles Include: • ResponsetoIntervention:MakingItWork! • ResponsetoInterventioninMathandLiteracy • ResponsetoInterventioninSecondarySchools • DifferentiatedInstruction:MeetandExceedAYP!

Chris Weber, EdD,isaconsultantandanadministrative coach for Chicago Public Schools and the Oakland(California)UnifiedSchoolDistrict.Dr.WeberhastaughtgradesK–12andservedasasiteadministratorforelementaryandsecondaryschools.Hehasalsobeenadirector of instruction.

Presentation Titles Include: • PyramidResponsetoIntervention • BehavioralRTI • GettingItRighttheFirstTime:LessonsforTierI(Core)Instruction • LearningforAll:DefensibleTierIMathInstruction

38 Scheduleprofessionaldevelopmenttoday! Visitsolution-tree.comorcall888.763.9045

RESPONSE TO INTERVENTIONSara Johnson is associate principal at Chisago LakesHighSchoolinMinnesota.SheisalsoanadjunctprofessorteachinggraduateclassesonimplementingRTIat St. Cloud University. Sara was a school counselor and dean/counselor before becoming an administrator in 2003.

Presentation Titles Include: • PracticalImplementationandStrategiesforSecondaryRTI • HighSchoolTieredInterventionsInitiative • QualityLiteracyInstructionandSystemsThatSupportIt • AModelforRTIattheSecondaryLevel:TheJourneyatChisagoLakes

HighSchool

Kerry Bollman is instructional services coordinator andreadingcenterdirectorforSt.CroixRiverEducationDistrict. She consults with staff on assessment and instruction, and on developing schoolwide organizational frameworks.ThedistricthasreceivednationalrecognitionforitsuseofRTIsystems.

Presentation Titles Include: • ResponsetoIntervention • Data-BasedDecisionMaking • Curriculum-BasedMeasurement • InterventionDevelopment

Toby Karten is an experienced educator who has workedinthefieldofspecialeducationsince1976.Sheisa lecturer at Drew University and an adjunct professor and graduateinstructorattheRegionalTrainingCenter,whichisaffiliatedwithGratzCollege,TheCollegeofNewJersey,andWashingtonCollege.

Presentation Titles Include: • PlanningforInclusionSuccesses:ConnectingtheStandardstothe

Students(K–5)(6–8)(9–12) • EmbracingdisABILITIESinInclusiveEnvironments • InclusionLessonPlanDesigns • InclusionStrategies,Interventions,Collaborations,andSupports

Susan Dixon is a speech and language pathologist supportingelementary-agedchildrenintheMonroeCountyCommunitySchoolCorporationinIndiana.ShealsoworksfortheIndianaInstituteonDisabilityandCommunityatIndianaUniversityBloomington,wheresheis involved in research, writing, and training.

Presentation Titles Include: • WhenActionsSpeakLouderThanWords:UnderstandingtheChallenging

BehaviorsofYoungChildrenandStudentsWithDisabilities • Behavior-CommunicationLink

Julie SchmidtissuperintendentofKildeer CountrysideDistrict96inIllinois.Shehasservedinmany roles throughout more than 20 years in education, including associate superintendent, school psychologist, director of student services, and assistant director of special education.

Presentation Titles Include: • School-BasedConflictResolutionPrograms • AcademicInterventionsinaHighSchoolSetting • RTI:ChangesinSpecialEducationLawsandWhatItMeansforGeneral

EducationTeachers • RTIThroughtheLensofaPLC

Kim DavisisaresearchassociatefortheIndianaResourceforAutismattheIndianaInstituteonDisabilityandCommunityatIndianaUniversityBloomington.Kimhas extensive experience in working with people of all ageswithdisabilities.Aneducatorsince1972,Kimfirstworked as a physical education teacher.

Presentation Titles Include: • WhenActionsSpeakLouderThanWords:UnderstandingtheChallenging

BehaviorsofYoungChildrenandStudentsWithDisabilities • TheImpactofMovementDifferenceandSensoryChallengeson

IndividualsWithAutism • UnderstandingandSupportingIndividualsWithanAutism

Spectrum Disorder • CommunityInclusionThroughRecreation

Jane Georges is an education specialist at Region4EducationServiceCenterinTexas,where herprimaryfocusismathematicsinclusion,gradesK–12. With23yearsofexperience,shehasbeenateacher, math specialist, math and inclusion specialist, and math instructor.

Presentation Titles Include: • MakingMathAccessibletoStudentsWithSpecialNeeds

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Robert Barr,PhD,isrecognizedasoneofthenation’sleading experts on reaching and teaching children of povertyandminoritystudentsandhelpinghigh-povertyschoolsbecomehigh-performingones.Heisaneducator,speaker, author, and senior analyst with the Boise State UniversityCenterforSchoolImprovement.

Presentation Titles Include: • TheKidsLeftBehind:ClosingtheAchievementGap

in Schools and Classrooms • UnderstandingandAddressingtheCultureofPoverty • SeedsofHopeandtheSevenGreatStudentChallenges • SecretsofSuccessofHigh-Poverty/High-PerformingSchools

Laura Lipton,EdD,isaninternationalconsultantwhose writing, research, and seminars focus on effective and innovative instructional practices and on building professional and organizational capacities for enhanced learning.

Presentation Titles Include: • GotData?NowWhat?MakingDataMeaningfulinCollaborative

Conversations • LeadingGroups:EffectiveStrategiesforBuildingProfessionalCommunity • SevenQualitiesofHigh-PerformingGroups • DesigningandDeliveringLearning-FocusedPresentations

William Roulston is a consultant, a researcher, and an author.HefocusesonhelpingschoolsreplicatethesuccessoftheturnaroundatGrangerHighSchool,ahigh-povertypublicschoolthatimprovedfroma38percentgraduationrateto90percent.Willworkswithschoolsandnonprofitsto set up effective intervention programs.

Presentation Titles Include: • TheTurnaroundRoadMap:DrivingLessonsFromaSchoolThatSucceeded • RaisingReadingLevels:WhatWorkedataHigh-PovertySchool • RewireReading:AnInterventiontoBreaktheFailureCycleforLow-Skilled

Adolescents • 100PercentParentEngagement:HowWeGotItandHowIt

Revolutionized Our School

Bruce Wellman consults with school systems and professional groups and organizations throughout NorthAmerica.Hehasservedasaclassroomteacher,curriculum coordinator, and staff developer in Oberlin, Ohio,andConcord,Massachusetts,publicschools.

Presentation Titles Include: • GotData?NowWhat?MakingDataMeaningfulinCollaborative

Conversations • LeadingGroups:EffectiveStrategiesforBuildingProfessionalCommunity • SevenQualitiesofHigh-PerformingGroups • DesigningandDeliveringLearning-FocusedPresentations

Catherine Glaude, PhD, is principal of Bryantville ElementarySchoolinMassachusetts.Withover30yearsofexperience,Dr.Glaudehasastrongbackgroundincurriculum, instruction, and assessment. She has taught elementary, middle, and high school, as well as university and district classes, and consulted at the state level.

Presentation Titles Include: • ProtocolsforProfessionalLearningConversations • Productive,EffectiveCollaboration • BecomingaBetterFacilitator • ToolsforWorkingWithProfessionalLearningTeams

Ricardo LeBlanc-Esparza is a change coach with29yearsofexperienceinhigh-povertyschools.Ricardo has also been an alternative high school principal, a high school principal, an assistant principal, an athletic director, a teacher, and a coach.

Presentation Titles Include: • EscapeaFutureLifeofPovertyThroughthePowerofEducation • TurnaroundLow-PerformingPrograms • ParentEngagement

Edie Holcomb, PhD, is highly regarded for her ability to link research and practice on issues related to school leadership, improvement, and reform, having been a principal, district administrator, and university professor.Ediehastaughtatallgradelevels.

Presentation Titles Include: • UsingDataforCriticalSchoolwideDecisions • EmpoweringStudentsforLearningandDecisionMaking • TimeandToolsforTeacherDataTeams • DistrictsSupportingDataUse:WhatSchoolsandTeachersNeed

Lisa Carter is a nationally recognized presenter, keynote speaker, author, and consultant. She began her career as an elementary school teacher and has served as an administrator at the elementary and secondary levels.

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Presentation Titles Include: • TotalInstructionalAlignment™:LeadershipDevelopment • SuccessfulTransitiontoNationalCommonCoreStateStandardsThrough

TotalInstructionalAlignment™ • QualityInstructionalStrategiestoSupportTotalInstructionalAlignment™ • EffectiveSchoolsResearchImplementation:MovingResearchtoPractice

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The PLC at Work™ Progress ReportAssess your school’s growth and development on the PLC at Work™ journey. This report provides an unbiased observation of your current practices and outlines next action steps.

An expert Facilitation Team will come to your school to assist in the analysis of current practices and identification of improvement strategies. These teams—each member carefully selected based on his or her specific expertise—will present their findings through an on-site meeting along with convenient conference calls.

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PLC at Work™ Overview Richard DuFour, Robert Eaker, and Rebecca DuFour—the architects of the Professional Learning Communities at Work™ process—are nationally respected authors and authorities on applying the principles of PLCs in the real world of schools. PLC at Work™ associates are practitioners who will do what it takes to align the practices of your school—through collaborative teams and systematic processes—to promote higher levels of learning for all students.

Allow your school community to benefit from the results of focusing on learning in a collaborative culture. This overview typically spans six to seven hours. The PLC Toolkit (see page 4) is included!

The PLC Journey: It’s One Worth Taking Let Us Support You Along the Way

PLC at Work™ Coaching AcademyHere is another opportunity to bring the architects of thePLC at Work™ process to your school. This package of consulting and professional development engagements occurs over 9 to 12 months.

The academy is facilitated by one or more PLC master coaches and includes three 2-day on-site sessions, with targeted action occurring between sessions along with a robust selection of resources for each participant.

Kenneth Williams, Duane Graber, Laurie Robinson, Scott Carr, Dale Hair, and Jack Baldermann

Dennis King, Sharon Kramer, Chris Jakicic, Janet Malone, and Paul Farmer

Barbara Bushnell

Samuel Ritchie

Merrilou Harrison

Carolyn Carter Miller

Tom Koenigsberger

Nick Myers

Virginia Mahlke

Jamie Virga

Schedule professional development today! Visit solution-tree.com or call 888.763.9045

sustainable solutions

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ServicesPLCs and Beyond: No Matter Your Pursuit, We’ll Be Here

Standard WorkshopsHave you attended our workshops on PLCs, assessment, RTI, school culture, or other topics? Are you ready to bring the knowledge you gleaned back home to your team?

We can do it. Solution Tree professional development representatives will efficiently work to bring the power and inspiration of these workshops to your school whenever you’d like.

Other Comprehensive and Sustainable PlansLet Solution Tree put you on the path to long-term success. We’ll partner with you to develop a comprehensive and sustainable professional development plan based on your most critical challenges.

These multifaceted plans have the potential to span over multiple months or years. Guided by our diverse specialists, you’ll simultaneously target key issues with integrated approaches, products, and resources.

With a comprehensive and sustainable professional development plan, you will:

• Enjoypersonalizedlong-termattentionfromhigh-caliberpresenters and Solution Tree staff.

• Getalibraryofresearch-basedresourcescombinedwithhigh-touch, on-site support.

• Focusononestrategyorcombinetheworkofseveraleducation leaders.

• Stayontrackwithdebriefingsandinterimsupport.• Nurtureaconsistentplanforsustainedimprovement.

Sustainable Solutions Sustinable Solutions integrates the work of these renowned authors and researchers:

• Richard DuFour, Rebecca DuFour, and Robert Eaker, the architects of the Professional Learning Communities at Work™ process

• RobertJ.MarzanoandMarzanoResearchLaboratory• Timothy Waters and McREL (Mid-continent Research for

Education and Learning)

This intensive program embeds best practices throughout districts in three key areas: Building Culture, Supporting Teachers, and Strengthening Leadership. Solution Tree’s experienced project managers work with participating schoolsanddistrictstoanalyzetheirspecificlocalneeds,develop goals, align resources, design and implement an action plan, monitor progress, and celebrate success—all over the course of two years.

Richard DuFour Rebecca DuFour Robert Eaker

Robert J. Marzano Timothy Waters

The Roots Collection from Solution Tree features 9 must-have resources that educators across the country can’t stop talking about. You’ve told us that the research inside this collection resonates, that the strategies and action plans work. You’ve confirmed that they will improve staff performance and will increase student achievement.

And we couldn’t agree more. The Roots Collection offers every educator a flexible but unbreakable infrastructure of knowledge to stand on and plan from. So, go ahead. Feel confident taking that next step forward. As your partner for all things professional development, Solution Tree supports you.

Buy all 9 books and save 15%!21BCA–KTF128 $218.95


Books are just the beginning

The Roots Collection, Proven Time and Time Again9 Essential Resources

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Accessible language and compelling K–12 stories illustrate how RTI is most effective when built on the Professional Learning Communities at Work™ process.

RTI

The authors examine how district leadership, principal leadership, team leadership, and effective teachers can improve student achievement.

Leadership

Examine the basic principles of differentiation in light of educational neuroscience research that will help you make the most effective curricular, instructional, and assessment choices.

Brain-Based Learning

This book explores formative assessment strategies like the use of classroom questioning, learning intentions and success criteria, feedback, collaborative and cooperative learning, and more.

Assessment

Learn several strategies for improving grading practices, while examining the common arguments against reform. The book includes examples, case studies, and opportunities for reflection.

Grading

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.

21st Century Skills

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Busy administrators will appreciate this quick read packed with immediate, accessible strategies for building healthy school environments conducive to change.

School Improvement

The second edition of this pivotal action guide includes seven major additions that equip educators with essential tools for confronting challenges.

PLC at WorkTM

Key research and practical strategies enable all teachers to create a classroom environment where engagement is the norm, not the exception.

Instruction

Events

4343 Speakers are subject to change.

The Professional Learning Communities at Work™ process is increasingly recognizedasthemostpowerfulstrategyforsustained,substantiveschool 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 reflect and seek the advice of the presenters. At the end of team time, you will focus on next action steps, with presenters on hand to guide you.

As you delve deep into the three big ideas of a PLC—focus on learning, build a collaborative culture, and results orientation—you will gain specific, practical, and inspiring strategies for transforming your school or district into a place where all students learn at high levels.

Related book is included with your registration!

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

Richard DuFour, Rebecca DuFour, and a lineup of hand-selected experts deliver keynote presentations and breakout sessions designed to develop your capacity for building a professional learning community.

February 22–24 Phoenix, AZ

Featuring Rebecca DuFour Richard DuFour Robert Eaker RobertJ.Marzano Anthony Muhammad Douglas Reeves

April 23–25 Vancouver, BC

Featuring Rebecca DuFour Richard DuFour Michael Fullan Wayne Hulley Mike Mattos Anthony Muhammad


LeadershipTeacher Supervision and Evaluation Using the Art and Science of Teaching WorkshopMarch 1–2 Hemet, CA

Learn research-based instructional and supervision strategies that have a high probability of enhancing K–12 student achievement. You’ll develop a common language of instruction, observational protocols, and more.


Events

Summits

LiteracyElementary Reading Intervention Strategies WorkshopApril 12–13 Atlanta, GA

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 designacustomizedinterventionplanforyourclassroom,school, or district.


powerful strategy for sustained, substantiveschool improvement. These institutes give you and your team the knowledge and tools to implement this powerful process in your school

Richard DuFourRebecca DuFourRobert Eaker

June 4–6 New Orleans, LAJune 7–9 St. Louis, MO June 13–15 Las Vegas, NV June 20–22 Denver, CO July 10–12 San Antonio, TX July 18–20 Baltimore, MD July 25–27 Orlando, FL August 1–3 Hartford, CTAugust 6–8 Lincolnshire, IL August 13–15 Minneapolis, MNAugust 21–23 Seattle, WA September 19–21 San Diego, CAOctober 17–19 Montreal, QC

prOFessiONaL LearNiNG cOMMUNities

Institutes

authorspeakThe Voices of Solution Tree

October 30–November 1 Indianapolis, IN

Join us for the second annual gathering of the nation’s leading education experts. Gain valuable insights, practical strategies, and bold new ideas from education’s thought leaders and innovators. Solution Tree authors will share their latest books and cutting-edge research on education’s top challenges.

Working With Difficult and Resistant Staff WorkshopMarch 12–13 Seattle, WA

Learn to identify the most common types of difficult and resistant people that negatively impact school improvement, and experience how to build a positive schoolcultureanddesigninitiativestominimizeconflict.



21st ceNtUry sKiLLs & techNOLOGy

solution-tree.com 800.733.6786

assessMeNt

Visit solution-tree.com for a complete listing of our events. Find one close to you!

Assessment Summit: Ahead of the Curve April 23–25 Schaumburg, IL

Featuring Kay Burke, Anne Davies, Richard DuFour, Tammy Heflebower, RobertJ.Marzano,Ken O’Connor, Dylan Wiliam, and Kenneth Williams

At this summit, the most distinguished assessment experts inNorthAmericaillustratewhythepurposeofassessmentis not to rate, rank, and sort students, but to provide meaningful feedback that leads to high performance for all students.

Annual Conference on Common Core Standards and AssessmentApril 16–18 Las Vegas, NV

Featuing Kay Burke, Lisa Carter, Cassandra Erkens, Douglas Fisher, Timothy Kanold, andRobertJ.Marzano

Schools throughout the nation face a new challenge of transitioning to 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 InstitutesMarch 26–28 Ottawa, ON October 22–24 Atlanta, GA

This institute brings together leading assessment experts and practitioners to share the research and practical applications that are proven to dramatically increase student learning. Discover how to positively change the culture of your school by empowering staff to use best practices.

Building Common Assessments WorkshopsMarch 13–14 Nashville, TN March 19–20 Las Vegas, NV April 3–4 Orlando, FL April 4–5 San Diego, CA April 10–11 Dallas, TX April 18–19 Minneapolis, MN April 23–24 Salt Lake City, UT May 3–4 Baltimore, MD May 9–10 Denver, CO May 15–16 Seattle, WA

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.

Assessments for State and Common Core Standards WorkshopsApril 2–3 Orlando, FL April 10–11 Atlanta, GA May 1–2 St. Louis, MO

Bring a team to transition your present state standards to the common core standards. Identify similarities and differences with your curriculum, instruction, and assessment. Explore the formative assessments that will improve learning and prepare students for classroom summativeandhigh-stakesstandardizedtests.

Formative Assessment and Standards-Based Grading WorkshopMarch 27–28 New Hartford, NY

Discover the research regarding feedback, assessment, and grading. Learn research-based practices for using quality formative classroom and district-level assessments aligned to solid grading practices.

Transition to Common Core Standards With Total Instructional Alignment WorkshopsApril 26–27 Oklahoma City, OK May 1–2 Baltimore, MD May 16–17 San Diego, CA

Plan ahead to transition seamlessly from current state standards to the new national common core standards. This workshop helps schools and districts make this transition using the Total Instructional Alignment process for creating high-achieving classrooms, schools, and districts through alignment of curriculum, instruction, and assessment.

Teaching and Assessing 21st Century Skills WorkshopJanuary 31–February 1 Little Rock, AR

Get ahead of the curve—and stay there—with meaningful and relevant learning opportunities that incorporate creative and critical 21st century thinking skills, projects, and real-world experiences.

Teaching the iGeneration Workshops March 26–27 Boston, MA April 4–5 Orlando, FL April 12–13 Dallas, TX

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.

Events

45

iNstrUctiON

eNGLish LearNers

respONse tO iNterVeNtiON

Speakers are subject to change.

The Art and Science of Teaching WorkshopFebruary 2–3 Little Rock, AR

Explore engagement strategies and a comprehensive framework of effective teaching that schools and districts can put into place immediately or use to generate their own models.

Motivating Students WorkshopsMarch 29–30 San José, CA April 17–18 Columbus, OH May 17–18 Seattle, WA

Explore practices designed to create conditions in the classroom and school that promote, support, and cultivate motivation and increased achievement. Receive tools and strategies to address some of the most common behaviors that get in the way of learning.

The Highly Engaged Classroom WorkshopFebruary 28–29 Hemet, CA

Gain instructional strategies for engaging students based on current research and theory, and explore four emblematic questions students ask themselves, the answers to which determine how involved they are in classroom activities.

Marzano’s Building Engaged Schools Institutes April 12–13 Houston, TX September 25–26 Albuquerque, NM October 11–12 Charleston, SC

Gain an in-depth understanding of how to generate high levels of attention and engagement as a result of careful planning and execution of specific strategies. Each teacher can create a classroom environment where engagement is the norm, not the exception.

Becoming a Reflective Teacher WorkshopMarch 29–30 New Hartford, NY

Uncover why classroom autonomy and collaboration go hand in hand, and what sort of framework must exist between teachers in order for success to manifest at every level of learning.

Pyramid Response to Intervention WorkshopsMarch 15–16 Nashville, TN March 21–22 Las Vegas, NV March 22–23 Cerritos, CA March 28–29 Boston, MA April 2–3 San Diego, CA April 5–6 Houston, TX April 5–6 Orlando, FL April 16–17 Chicago, IL April 16–17 Minneapolis, MN April 19–20 Columbus, OH April 25–26 Salt Lake City, UT May 3–4 St. Louis, MO May 14–15 San Diego, CA

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


NeW!

NeW!

Teaching Reading and Comprehension to K–5 ELs WorkshopsMarch 20–21 Cerritos, CA April 3–4 Houston, TX April 18–19 Chicago, IL May 7–8 Denver, CO

Close the learning gap for English learners by addressing their language, literacy, and content instructional needs. The presenter will demonstrate effective schooling structures for implementing RTI and model new instructional strategies and student performance assessment processes.

Simplifying RTI InstitutesApril 12–14 Winnipeg, MB June 25–27 Sacramento, CA July 30–August 1 Seattle, WA October 1–3 Boston, MA November 14–16 Dallas, TX

Building on the methods detailed in the best-selling Pyramid Response to Intervention, the presenters will help you create an efficient process to identify students who need help, place them in the proper intervention, monitor their progress, revise their program if needed, and return them to their regular program once the interventions have worked.

Response to Intervention in Math WorkshopsMarch 14–15 Seattle, WA March 27–28 San José, CA April 24–25 Oklahoma City, OK

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


The authorspeak wrap-up

a bird’s-eye view

The conference served educators from 46 states and several Canadian provinces, but it reached 1.2 million people worldwide—all through the power of Twitter.

@stacymath7 Stacy PiacentiniLoving the tweets coming out of #authorspeak about leadership being essential for PLCs to be successful! Wish I could be there!

@1moniqued Monique DalliShouldn’t be reading all the exciting tweets about #authorspeak it’s 4:45am Australian time!! I should be sleeping!!!

@CameronRains Cameron RainsGetting ready to listen to Bill Ferriter, Robert Marzano, Bob Eaker, and Becky DuFour discuss exemplary teachers. Pinch me!! #authorspeak

@ag_lee2 Angelica GagliardiLearning so much from #authorspeak and I’m not even there! Oh, the power of tech. Hope to join you all next year!!

@web20classroom Steven W. AndersonIt’s just something different about #authorspeak. Being able to have deep, meaningful conversations with the authors was powerful for me.

@tee62 Theresa ReaganShout Out for #authorspeak: If you didn’t go this year, I recommend putting it on your to do list for 2012. Solution Tree & authors = WOW

@phaney10 Patrick HaneyMy time at #Authorspeak is over. Simply the best education conference I have ever attended.

Tweet stations were set up throughout the conference, where attendees could extend the conversation to

colleagues back home. With this initiative, we anticipated something big, exciting, and game changing.

What we got? 1,600 Twitter users contributed to the #authorspeak

conversation

7,100 original tweets during the conference using the #authorspeak hashtag

27.8 million impressions on Twitter alone

Across all measurement, the volume of social media activity broke education conference records for digital engagement.

The game has officially changed.

And we’re not the only ones excited about it! Look to the right to check out some of our favorite tweets.

And don’t forget to visit solution-tree.com to register for authorspeak2012,October30–November1inIndianapolis.

ItallwentdownlastNovember.InIndianapolis, nearly 100 of our authors presented their latest research and work on education’s top challenges and topics, including social media in the classroom, professional learning communities, assessment and grading, mobile learning, instruction, and more.

47

Courses

Motivating and Engaging Students Presenters: Robert J. Marzano and Debra Pickering Included eBook: The Highly Engaged ClassroomPublished by Marzano Research Laboratory

Learn to facilitate emotions for students such as enthusiasm, interest, enjoyment, satisfaction, and pride, so that those students can answer “How do I feel?” in the affirmative. You’ll also study how to raise your students’ energy levels, how to demonstrate a positive demeanor, how to express your own enthusiasm, and how to use humor to create a classroom culture in which all students are accepted and challenged.

CEU Online Course21BCA–KDS010 $279.00

3-Credit Online Course21BCA–KDS011 $499.00

Foundations of the PLC ConceptPresenters: Rebecca DuFour and Richard DuFour

Included Book: Revisiting Professional Learning Communities at WorkTM

Begin with a general overview of the PLC process and explore specific ideas and questions that drive the work of the members of a PLC. You’ll also develop the common vocabulary essential to implementing the PLC concept; examineandutilizestrategiesforbuildingconsensus;andengage in the process of creating the shared mission, vision, collective commitments, and goals that constitute the foundation of a PLC; and more.

21BCA–OTF010 $279.00

There’s nothing better than the gift of time. By opting to enroll in our online courses, you’ll be in control of your professional development. Set your own pace.

We’ve collaborated with Knowledge Delivery Systems, the leaders of online education, to make sure that if you can’t make it to one of our events, there’s still a way to get to know our authors—and earn credits while you’re at it.

Formative Assessment and Standards-Based GradingPresenters: Robert J. Marzano and Tammy Heflebower Included eBook: Formative Assessment & Standards-Based Grading Published by Marzano Research Laboratory

Dr.RobertJ.MarzanoandDr.TammyHeflebowerwalkcourse participants through the research and theories that support what kind of feedback, assessment, and grading students need to learn. You’ll also learn how to construct assessments; how to create rubric-based scales to inform both formative and summative assessments; and how to monitor and affect students’ progress.



Upcoming Online CoursesAssessment and the Common Core Standards With Kay Burke

Elementary Reading Intervention Strategies With Elaine McEwan-Adkins

Teaching Reading and Comprehension to English Learners (Grades K–5) With Margarita Calderón

Grading With Douglas Reeves

Web 2.0 in Teaching With William Ferriter and Adam Garry

Becoming a Reflective Teacher With Robert J. Marzano

Common Core State Standards in Literacy (Grades 4–8) With Douglas Fisher and Nancy Frey

Common Core State Standards in Mathematics (Grades 4–8) With Timothy Kanold and Diane Briars

Teaching Boys in Poverty With Ruby Payne and Jim Littlejohn

Transforming School CulturePresenter: Anthony Muhammad Included eBook: Transforming School Culture

Dr. Anthony Muhammad sheds new light on the diverse issues of resistant staff. Explore the root causes of staff resistance to change, and leave with immediate, accessible strategies that improve school culture. Dr. Muhammad provides the framework for understanding dynamic relationships within a school culture and ensuring a positive environment that supports the changes necessary to improve learning for all students.

CEU Online Course21BCA–KSD001 $279.00


Pyramid Response to InterventionHow to Respond When Kids Don’t Learn Presenters: Austin Buffum, Mike Mattos, and Chris Weber Included eBook: Pyramid Response to Intervention

Experts share their experience implementing pyramid response to intervention. They take participants through the critical stages of establishing professional learning communities in schools and districts, using universal screening tools to ascertain students’ learning needs, and devising interventions for students at three tiers.



Books & Videos21st Century Learning in a Networked World . . . . . . . . . 1321st Century Readiness for Every Student . . . . . . . . . . . . 1321st Century Skills . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1340 Reading Intervention Strategies for K–6 Students . . . 19

A Ahead of the Curve . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15Aligning School Districts as PLCs . . . . . . . . . . . . . . . . . . . 5Assertive Discipline® . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26As Tough as Necessary . . . . . . . . . . . . . . . . . . . . . . . . . . 26

BBackward Design . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17Balanced Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . 14Becoming an Authentic Learning Leader . . . . . . . . . . . . . 12Becoming a Reflective Teacher . . . . . . . . . . . . . . . . . . . . 18Behave Yourself! . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26Beyond the RTI Pyramid . . . . . . . . . . . . . . . . . . . . . . . . . 21Boys in Poverty . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24Boys Will Be Boys, But What About Girls? . . . . . . . . . . . . 27Breaking the Poverty Barrier . . . . . . . . . . . . . . . . . . . . . . . 6Building a Professional Learning Community at Work™ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3Building Classroom Communities . . . . . . . . . . . . . . . . . . 27Bullying and Peer Harassment . . . . . . . . . . . . . . . . . . . . . 27Bullying Prevention Handbook, The . . . . . . . . . . . . . . . . . 26

C CAST . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24 Celebration of Learning, A . . . . . . . . . . . . . . . . . . . . . . . . . 8Change Wars . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12Classroom Management for Academic Success . . . . . . . . 26Closing the RTI Gap . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21Collaborative Action Research for

Professional Learning Communities . . . . . . . . . . . . . . 5Collaborative Administrator, The . . . . . . . . . . . . . . . . . . . . 4Collaborative Teacher Literacy Teams, K-6 . . . . . . . . . . . . 19Collaborative Teacher, The . . . . . . . . . . . . . . . . . . . . . . . . . 4Collaborative Teams in Professional Learning

Communities at Work™ . . . . . . . . . . . . . . . . . . . . . . . 4Common Formative Assessment . . . . . . . . . . . . . . . . . . . 15Common Language Assessment for English Learners . . . 20Communicating & Connecting With Social Media . . . . . . 10Conferencing and Reporting . . . . . . . . . . . . . . . . . . . . . . 14Connected Educator, The . . . . . . . . . . . . . . . . . . . . . . . . . 13Content, Then Process . . . . . . . . . . . . . . . . . . . . . . . . . . . 15Creating a Coaching Culture for

Professional Learning Communities . . . . . . . . . . . . . . 5Creating a Digital-Rich Classroom . . . . . . . . . . . . . . . . . 13Creating Successful Inclusion Programs . . . . . . . . . . . . . 23Critical Conversations in Co-Teaching . . . . . . . . . . . . . . . 23

DData-Based Decision Making . . . . . . . . . . . . . . . . . . . . . 10Data Dynamics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6Defensible Differentiation . . . . . . . . . . . . . . . . . . . . . . . . 17Delivering on the Promise . . . . . . . . . . . . . . . . . . . . . . . . . 7Designing & Teaching Learning Goals & Objectives . . . . 18Developing Connective Leadership . . . . . . . . . . . . . . . . . 11Developing Expert Teachers . . . . . . . . . . . . . . . . . . . . . . . 8Differentiated Professional Development in a

Professional Learning Community . . . . . . . . . . . . . . . . 5Differentiation and the Brain . . . . . . . . . . . . . . . . . . . . . 17Discipline With Dignity . . . . . . . . . . . . . . . . . . . . . . . . . . 27Discipline With Dignity for Challenging Youth . . . . . . . . . 27District Leadership That Works . . . . . . . . . . . . . . . . . . . . 12

EEffective Program Evaluation . . . . . . . . . . . . . . . . . . . . . 10Effective Schools . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8Elements of Grading . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15Embedded Formative Assessment . . . . . . . . . . . . . . . . . . 14Engaging the Nintendo Generation . . . . . . . . . . . . . . . . 15Enriched Learning Projects . . . . . . . . . . . . . . . . . . . . . . . 13

Ensuring Success in Math and Science . . . . . . . . . . . . . . 18Essential PLC Collection Site License, The . . . . . . . . . . . . . 5Every School, Every Team, Every Classroom . . . . . . . . . . . 3

FFirst-Class Teacher . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26Five Big Ideas . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8Five Disciplines of PLC Leaders, The . . . . . . . . . . . . . . . . . . 5Focused Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15Focused Instruction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19Forged, Not Forced . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4Formative Assessment & Standards-Based Grading . . . . 15Four Keys to Effective Classroom and Behavior

Management, The . . . . . . . . . . . . . . . . . . . . . . . . . . . 27From Rage to Hope . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25Future of Schooling, The . . . . . . . . . . . . . . . . . . . . . . . . . . 7

GGetting By or Getting Better . . . . . . . . . . . . . . . . . . . . . . . 7Getting Started . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4Got Data? Now What? . . . . . . . . . . . . . . . . . . . . . . . . . . . 6Grading and Learning . . . . . . . . . . . . . . . . . . . . . . . . . . . 14Grant Writing for Educators . . . . . . . . . . . . . . . . . . . . . . . 7

HHandbook for SMART School Teams, The . . . . . . . . . . . . . . 6Harbors of Hope . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7Head of the Class . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18Highly Engaged Classroom, The . . . . . . . . . . . . . . . . . . . 18High-Performing School, The . . . . . . . . . . . . . . . . . . . . . . . 6How RTI Works in Secondary Schools . . . . . . . . . . . . . . . 22

IImplementing RTI With English Learners . . . . . . . . . . . . . 20Inclusion Strategies & Interventions . . . . . . . . . . . . . . . . 23Innovation Through Technology . . . . . . . . . . . . . . . . . . . . 13

JJourney to Becoming a Professional Learning

Community, The . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

KKids Left Behind, The . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7

LLast Frontier, The . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15Laughing Matters . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18Leadership 180 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12Leadership and Learning . . . . . . . . . . . . . . . . . . . . . . . . . 12Leadership in Professional Learning

Communities at Work™ . . . . . . . . . . . . . . . . . . . . . . . 4Leadership’s Ten Commandments . . . . . . . . . . . . . . . . . . 12Leader’s Companion, A . . . . . . . . . . . . . . . . . . . . . . . . . . . 4Leaders of Learning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11Leading a Learning Organization . . . . . . . . . . . . . . . . . . 11Leading by Design . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11Leading Difficult Conversations . . . . . . . . . . . . . . . . . . . . 3Leading the Way to Assessment for Learning . . . . . . . . . 14Leading With Trust . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12Learning by Doing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3Learning CPR . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22Literacy 2.0 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13Literacy Look-Fors . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19

MMaking Classroom Assessment Work . . . . . . . . . . . . . . . 14Making Homework Matter . . . . . . . . . . . . . . . . . . . . . . . 19Making Math Accessible to

English Language Learners . . . . . . . . . . . . . . . . . . . . 20Making Math Accessible to

Students With Special Needs . . . . . . . . . . . . . . . . . . . 23Mind, Brain, & Education . . . . . . . . . . . . . . . . . . . . . . . . 18Mobile Learning Devices . . . . . . . . . . . . . . . . . . . . . . . . . 10More Than a SMART Goal . . . . . . . . . . . . . . . . . . . . . . . . . 6MORE What Do I Do When…? . . . . . . . . . . . . . . . . . . . . 26

Motivating Students . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17Motivating Students Who Don’t Care . . . . . . . . . . . . . . . 26

NNavigating Conflict and Feeling Good About It . . . . . . . . . 8No Disposable Kids . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24

OOn Common Ground . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3On Excellence in Teaching . . . . . . . . . . . . . . . . . . . . . . . . 18On Solid Ground . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22

PParents Assuring Student Success . . . . . . . . . . . . . . . . . . 25Parents Assuring Student Success Modules . . . . . . . . . . . 25Parents on Your Side® . . . . . . . . . . . . . . . . . . . . . . . . . . . 25Passion and Persistence . . . . . . . . . . . . . . . . . . . . . . . . . . 5PASSport to Success . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25Peacemakers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26Personal Learning Networks . . . . . . . . . . . . . . . . . . . . . . 13PLC at Work™ Cartoon Book, The . . . . . . . . . . . . . . . . . . 3PLC Toolkit, The . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4Power of Professional Learning Communities

at Work™, The . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5Power of SMART Goals, The . . . . . . . . . . . . . . . . . . . . . . . . 6Power Struggles . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27Power Tools for Adolescent Literacy . . . . . . . . . . . . . . . . 19Practical Look at Response to Intervention, A . . . . . . . . . 22PRIME Leadership Framework, The . . . . . . . . . . . . . . . . . 12Principal as Assessment Leader, The . . . . . . . . . . . . . . . . 15Professional Learning Communities at Work™ . . . . . . . . . 4Professional Learning Communities at Work™

Plan Book . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4Protocols for Professional Learning Conversations . . . . . . 7Pyramid of Behavior Interventions . . . . . . . . . . . . . . . . . 21Pyramid Response to Intervention . . . . . . . . . . . . . . . . . 21

RRaising Questions and Finding Answers in Our

Grading Practices . . . . . . . . . . . . . . . . . . . . . . . . . . . 15Raising the Bar and Closing the Gap . . . . . . . . . . . . . . . . 3Rebuilding the Foundation . . . . . . . . . . . . . . . . . . . . . . . 19Reclaiming Our Prodigal Sons and Daughters . . . . . . . . . 25Reclaiming Youth at Risk . . . . . . . . . . . . . . . . . . . . . . . . . 24Reconnecting Youth . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24Record Book Plus . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27Redefining Fair . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14Redefining the Norm . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8Rediscovering Hope . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24Resilience Revolution, The . . . . . . . . . . . . . . . . . . . . . . . . 24Revisiting Professional Learning Communities

at Work™ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3Role of PLCs in Advancing 21st Century Skills, The . . . . . 13Role of the Bystander, The . . . . . . . . . . . . . . . . . . . . . . . . 27RTI & Differentiated Reading in the K–8 Classroom . . . . 22RTI in Math . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22RTI in Middle and High Schools . . . . . . . . . . . . . . . . . . . . 22

SSchool Board Fieldbook, The . . . . . . . . . . . . . . . . . . . . . . 12School Improvement for the Next Generation . . . . . . . . . . 7School Leader’s Guide to English Learners, The . . . . . . . . 10School Leader’s Guide to Professional Learning

Communities at Work™, The . . . . . . . . . . . . . . . . . . . 10School of Belonging Plan Book, The . . . . . . . . . . . . . . . . . 27Self-Assessment and Goal Setting . . . . . . . . . . . . . . . . . . 14Setting and Using Criteria . . . . . . . . . . . . . . . . . . . . . . . . 14Simplifying Response to Intervention . . . . . . . . . . . . . . . 21Standards-Based Reporting and

Formative Assessment . . . . . . . . . . . . . . . . . . . . . . . . 15Supervising the Art and Science of Teaching . . . . . . . . . . 12Supporting Differentiated Instruction . . . . . . . . . . . . . . . . 5

48

49

Index

TTeacher as Assessment Leader, The . . . . . . . . . . . . . . . . . 15Teacher’s Plan Books Plus #1–7 . . . . . . . . . . . . . . . . . . . 27Teaching & Assessing 21st Century Skills . . . . . . . . . . . . 13Teaching Empathy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27Teaching for Diversity . . . . . . . . . . . . . . . . . . . . . . . . . . . 25Teaching Our Children to Think . . . . . . . . . . . . . . . . . . . . 19Teaching Reading & Comprehension to

English Learners, K-5 . . . . . . . . . . . . . . . . . . . . . . . . . 20Teaching Self-Control . . . . . . . . . . . . . . . . . . . . . . . . . . . 26Teaching Students to Read Like Detectives . . . . . . . . . . . 17Teaching the iGeneration . . . . . . . . . . . . . . . . . . . . . . . . 13Teaching Your Secondary ELLs the

Academic Language of Tests . . . . . . . . . . . . . . . . . . . 20Think Big, Start Small . . . . . . . . . . . . . . . . . . . . . . . . . . . 17Through New Eyes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5Tiers Without Tears . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22Total Instructional Alignment . . . . . . . . . . . . . . . . . . . . . . 8Transformational Learning . . . . . . . . . . . . . . . . . . . . . . . 19Transforming School Culture . . . . . . . . . . . . . . . . . . . . . . 12Transforming Schools and Systems Using Assessment . . 14Turning Your School Around . . . . . . . . . . . . . . . . . . . . . . . 7

UUnderstanding Response to Intervention . . . . . . . . . . . . 21Using Formative Assessment in the RTI Framework . . . . 14

VVocabulary Games for the Classroom . . . . . . . . . . . . . . . 18

WWhat Do I Do When…? . . . . . . . . . . . . . . . . . . . . . . . . . 26What Effective Schools Do . . . . . . . . . . . . . . . . . . . . . . . . 7What Principals Need to Know About Teaching and

Learning Mathematics . . . . . . . . . . . . . . . . . . . . . . . . 11What Principals Need to Know About the Basics of

Creating Brain-Compatible Classrooms . . . . . . . . . . . 11What We Know About Mathematics

Teaching and Learning . . . . . . . . . . . . . . . . . . . . . . . . 18When Actions Speak Louder Than Words . . . . . . . . . . . . 23When Students Fail to Learn . . . . . . . . . . . . . . . . . . . . . . . 7Why Culture Counts . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19Will to Lead, the Skill to Teach, The . . . . . . . . . . . . . . . . . . 6Working With Difficult & Resistant Staff . . . . . . . . . . . . . 11

YYou’ve Got to Reach Them to Teach Them . . . . . . . . . . . . 17

Experts AAfflerbach, Peter . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19Ainsworth, Larry . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15Ali, Muhammad . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24Allington, Richard L. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19Almeida, Lisa . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15Alper, Larry . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11, 33Ansari, Daniel . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18

BBailey, Kim . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15, 30Baldermann, Jack . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40Ban, John R. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25Barell, John . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13Barr, Robert D. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7, 39Barth, Roland . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3Battino, Wendy J. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7Bean, Rita M. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19Bear, Donald R. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19Bellanca, James A. . . . . . . . . . . . . . . . . . . . . . . . . 13, 16, 30Bender, William N. . . . . . . . . . . . . . . . . . . . . . . . . 21, 22, 37Bennett, Barrie . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18Berliner, David . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18Billings, Dawn . . . . . . . . . . . . . . . . . . . . . . . . . . . .6, 10 , 33Blachowicz, Camille L. Z. . . . . . . . . . . . . . . . . . . . . . . . . . 19Bollman, Kerry . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22, 38Boogren, Tina . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18Bowgren, Linda . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5Brendtro, Larry K. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24, 25Briars, Diane J. . . . . . . . . . . . . . . . . . . . . . . . . . . . 11, 34, 47Brokenleg, Martin . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24Brookhart, Susan M. . . . . . . . . . . . . . . . . . . . . . . . . . . 14, 29Brophy, Jere . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18Brown, Tim . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15Browning, Beverly A. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7Buffum, Austin . . . . . . . . . . . . . . . . . . . . . 4, 21, 22, 37, 47Burke, Kay . . . . . . . . . . . . . . . . . . . . . . . . . . . 14, 30, 44, 47Bushnell, Barbara . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40Burt, Vickie . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25

CCalderón, Margarita . . . . . . . . . . . . . . . . . . . . . . 20, 36, 47Cameron, Caren . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14Campbell, Martha F. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3Canter, Lee . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25, 26, 27Canter, Marlene . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25Carleton, Lindsay . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18Carr, Scott. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40Carter, Lisa . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8, 39, 44Carter Miller, Carolyn . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40Chapman, Carolyn . . . . . . . . . . . . . . . . . . . . . . . . . . . 17, 34Chapman, Carrie . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23, 34Christodoulou, Joanna A. . . . . . . . . . . . . . . . . . . . . . . . . . 18Coch, Donna . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18Coleman, Charlie . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21, 36Commodore, Carol . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6Conzemius, Anne E. . . . . . . . . . . . . . . . . . . . . . . . . . . . 6, 32Cooper, Damian . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14, 29Crane, Darlene . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22, 37Crick, Nicki . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27Culham, Ruth . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11, 19Cunningham, James . . . . . . . . . . . . . . . . . . . . . . . . . 11, 35Cunningham, Patricia M. . . . . . . . . . . . . . . . . . . . 11, 19, 35Curwin, Richard L. . . . . . . . . . . . . . . . . . . . . . . . . 24, 26, 27

DDarling, Sandra K. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19Darling-Hammond, Linda . . . . . . . . . . . . . . . . . . . . . . 12, 13Davies, Anne . . . . . . . . . . . . . . . . . . . . . . . . . 14, 15, 29, 44Davis, Kim . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23, 38Dede, Chris . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13Dehaene, Stanislas . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18Deiotte, Margaret . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21DeLorenzo, Richard A. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7

Depka, Eileen . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14, 37Devlin, Keith . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18Dier, Linda . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7Dixon, Susan D. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23, 38Doty, Gwen . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15, 19DuFour, Rebecca . . . . . . . . . . 3, 4, 5, 10, 13, 28, 41, 43, 47DuFour, Richard . . . . . . . . . . . . . 3, 4, 5, 10, 11, 12, 13, 15, 28, 41, 43, 44, 47Dunsworth, Mardale . . . . . . . . . . . . . . . . . . . . . . . 6, 10, 33

EEaker, Robert . . . . . . . . . . . . . . . . . . . . . . 3, 4, 5, 28, 41, 43Eason-Watkins, Barbara . . . . . . . . . . . . . . . . . . . . . . . . . . . 3Eddy, Marianna D. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18Eggert, Leona L. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24Eller, John F. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11, 32Eller, Sheila A. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11, 32Erickson, Lynn . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18Erkens, Cassandra . . . . . . . . . . . . . . . . . . . . 4, 8, 11, 19, 44

FFaeth, Matthias . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18Farmer, Paul . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40Fennell, Francis (Skip) . . . . . . . . . . . . . . . . . . . . . . . . 11, 35Ferriter, William M. . . . . . . . . . . . . . . . . . . . 3, 10, 13, 28, 47Fischer, Kurt W. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18Fisher, Douglas . . . . . . . . . . . . 10, 13, 16, 17, 20, 31, 44, 47Fisher, Peter J. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19Fogarty, Robin J. . . . . . . . . . . . . . . . . . . . . . . . . 5, 13, 16, 35Frey, Nancy . . . . . . . . . . . . . . . . . . . . . 10, 13, 17, 20, 31, 47Fullan, Michael . . . . . . . . . . . . . . . . . . . . . . . 3, 5, 12, 14, 43

GGabrieli, John . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18Gaddy Carrio, Barbara . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7Gambrell, Linda B. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19García, Ricardo L. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25Gardner, Howard . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13Garry, Adam . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13, 31, 47Georges, Jane . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38Glaude, Catherine . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7, 39Gonzalez, Alex . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13Good, Thomas . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18Goodwin, Bryan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7Gottlieb, Margo . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20, 36Graber, Duane . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40Graham, Parry . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3, 28Gregg, Linda. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15Gregory, Gayle . . . . . . . . . . . . . . . . . . . . . . . . . . . 11, 17, 34Gregory, Kathleen . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14Gurian, Michael . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24Guskey, Thomas R. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15

HHair, Dale . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40Hardiman, Mariale M. . . . . . . . . . . . . . . . . . . . . . . . . . . . 18Hargreaves, Andy . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12, 13Harrison, Merrilou . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40Hart Hyatt, Cate . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23, 34Haycock, Kati . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7Hayes Jacobs, Heidi . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18Heflebower, Tammy . . . . . . . . . . . . . . . . . . . . 13, 18, 44, 47Heikkinen, Katie . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18Henley, Martin . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23, 26Herbst, Sandra . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14, 29Hierck, Tom. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21, 36Hinman, Charles . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4Hoffman, James V. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19Holcomb, Edie L. . . . . . . . . . . . . . . . . . . . . . . . . . . . 6, 10, 39Hollie, Sharroky . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6, 35Hoover, John H. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26Howell, Robert . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21Hubbell, Elizabeth . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7Huff, Susan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

Hulley, Wayne . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7, 43Hyerle, David . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11, 33Hymel, Shelley . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27

IImmordino-Yang, Mary Helen . . . . . . . . . . . . . . . . . . . . . 18

JJakicic, Chris . . . . . . . . . . . . . . . . . . . . . . . . 4, 15, 16, 29, 40Jessie, Lillie G. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4, 8Johnson, David W. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13Johnson, Roger T. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13Johnson, Sara . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22, 38

KKanold-McIntyre, Jessica . . . . . . . . . . . . . . . . . . . . . . . . . 18Kanold, Timothy D. . . . . . . . . . . . . . 5, 11, 12, 16, 32, 44, 47Karhanek, Gayle . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3Karten, Toby J. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23, 38Kaufeldt, Martha . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17, 34Kay, Ken . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13Keating, Janel . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3, 28King, Dennis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4, 40Kise, Jane A. G. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5, 28Koenigsberger, Tom . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40Kramer, Sharon V. . . . . . . . . . . . . . . . . . . . . . . . . . . 4, 15, 40Kuykendal, Crystal . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25

LLangrehr, John . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19Lapp, Diane . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17Larson, Scott J. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24, 25LeBlanc-Esparza, Ricardo . . . . . . . . . . . . . . . . . . . . 6, 10, 39LeMahieu, Paul . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14Lemke, Cheryl . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13Levine, David A. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27Lezotte, Lawrence W. . . . . . . . . . . . . . . . . . . . . . . . . . 3, 7, 8Lipton, Laura . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6, 39

MMahlke, Virginia . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40Maiers, Angela . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31Malone, Janet . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40Mancabelli, Rob . . . . . . . . . . . . . . . . . . . . . . . . . . . 9, 13, 30Mandel Morrow, Lesley . . . . . . . . . . . . . . . . . . . . . . . . . . 19Many, Thomas W. . . . . . . . . . . . . . . . . . . . . . . . . . 3, 4, 5, 28Martin, Terri L. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4Marzano, Jana . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18Marzano, Robert J. . . . . . . . . . . . . . . 8, 11, 12, 13, 15, 18, 33, 41, 43, 44, 45, 47Mattos, Mike . . . . . . . . . . . . . . . . . . . . 4, 21, 22, 37, 43, 47Mayer, Richard . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18McEwan-Adkins, Elaine K. . . . . . . . . . . . . . . . . . . . . . 19, 47McKee-Snyder, Kathleen . . . . . . . . . . . . . . . . . . . . . . . . . . . 7McLaughlin, Maureen . . . . . . . . . . . . . . . . . . . . . . . . 10, 19McREL . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18, 41McTighe, Jay . . . . . . . . . . . . . . . . . . . . . . . . . . 13, 14, 17, 18Mendler, Allen N. . . . . . . . . . . . . . . . . . . . . . . . . . 26, 27, 36Mendler, Brian D. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27Mitchell, Martin . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24Morganti-Fisher, Terry . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6Mraz, Maryann . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19Muhammad, Anthony . . . . . . . . . . . . 4, 6, 8, 12, 32, 43, 47Myers, Nick . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40

NNational Council of Supervisors of Mathematics

(NCSM) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12Ness, Arlin . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24Nicholas, Liela J. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24Noonan, Peter . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4November, Alan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13Nussbaum-Beach, Sheryl . . . . . . . . . . . . . . . . . . . . . . 13, 31

OO’Connor, Ken . . . . . . . . . . . . . . . . . . . . . . . . 10, 15, 29, 44O’Loughlin, Tricia . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18O’Neill, Jan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6Olivares, Sherry . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36Oliver, Ronald L. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26Ormiston, Meg . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13, 31

PPanico, Ambrose . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26, 36Parrett, William H. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7Parrott Reynolds, Beth . . . . . . . . . . . . . . . . . . . . . . . . 14, 29Parscale, Geri . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4Patton, Sandra . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21Payne, Ruby K. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24, 47Pearlman, Bob . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13Pearson, P. David . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19Perini, Matthew . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18Pete, Brian M. . . . . . . . . . . . . . . . . . . . . . . . . . . 5, 13, 16, 35Phi Delta Kappa International . . . . . . . . . . . . . . . . . . . . . 18Pickering, Debra J. . . . . . . . . . . . . . . . . . . . . . . . . . . . 18, 47Posner, Michael I. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18Pulsfus, Carol . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

Rr4 Educated Solutions . . . . . . . . . . . . . . . . . . . . . 20, 23, 36Ramsden, Jason T. . . . . . . . . . . . . . . . . . . . . . . . . . . . 10, 31Ranells, Mary Ann . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4Rasinski, Timothy V. . . . . . . . . . . . . . . . . . . . . . . . . . . 19, 35Reason, Casey . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11, 32Reeves, Douglas B. . . . . . . . . . . . . . 3, 12, 13, 15, 32, 43, 47Rendon, Belinda . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36Richardson, Will . . . . . . . . . . . . . . . . . . . . . . . . . . . 9, 13, 30Ritchie, Samuel . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40Ritter Hall, Lani . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13Robinson, Laurie . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40Rogers, Kipp D. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10, 30Rose, Ainsley B. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4Rothenberg, Carol . . . . . . . . . . . . . . . . . . . . . . . . . . . 20, 36Roulston, William S. . . . . . . . . . . . . . . . . . . . . . . . . . . . 6, 39Rozzelle, Jan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19Russell, Beth. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

SSagor, Richard . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5Saphier, Jonathon . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3Scearce, Carol . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19Schmidt, Julie . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38Schmoker, Mike . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3Schreck, Mary Kim . . . . . . . . . . . . . . . . . . . . . . . . . . . 17, 34Schreiber, Rick M. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7Seif, Elliott . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13Sever, Kathryn . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5Shanahan, Timothy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19Shapiro, Jeremy P. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26Sheninger, Eric C. . . . . . . . . . . . . . . . . . . . . . . . . . 10, 11, 31Silver, Harvey . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18Slocumb, Paul D. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24Smith, Raymond L. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7Soldwedel, Perry . . . . . . . . . . . . . . . . . . . . . . . . . . . 5, 12, 33Sousa, David A. . . . . . . . . . . . . . . . . . . . . . . . 11, 17, 18, 35Sparks, Dennis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3, 12Sparks, Susan K. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4Stephenson, Susan . . . . . . . . . . . . . . . . . . . . . . . . . . . 12, 18Stiggins, Rick . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3, 15

TTeale, William H. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19Templeton, Shane . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19Thibault, Paul . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18Tobias, Randolf . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18Tomlinson, Carol Ann . . . . . . . . . . . . . . . . . . . . . . 17, 18, 34Twadell, Eric . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4, 11Twemlow, Stuart . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27

VVacca, Richard T. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19Vagle, Nicole . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17, 30Van Bockern, Steve. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24Van Clay, Mark . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5, 12, 33Virga, Jamie . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40

WWalker Tileston, Donna . . . . . . . . . . . . . . . . . . . . . . . . 19, 21Waller, Laura . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22, 37Waters, Timothy . . . . . . . . . . . . . . . . . . . . . . . . . . 12, 32, 41Watts-Taffe, Susan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19Weber, Chris . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21, 37, 47Wellman, Bruce . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6, 39Westover, Jay . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4White, Stephen . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7, 15Wiggins, Grant . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18Wiliam, Dylan . . . . . . . . . . . . . . . . . . . . . . . . . 14, 15, 29, 44Williams, Diane L. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18Williams, Kenneth C. . . . . . . . . . . . . . . . . . 4, 10, 12, 40, 44Williams, Kimberly . . . . . . . . . . . . . . . . . . . . . . . . . . . 11, 33Willis, Judy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18Windram, Holly . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22, 37Woempner, Carolyn . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7

YYacovodonato, Pascual . . . . . . . . . . . . . . . . . . . . . . . . . . 36Yates, Debra L. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7Yokota, Junko . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19

50

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