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Best Practices At Tier 3 [Elementary] - Intensive Interventions For Remediation, Elementary (An Rti Model Guide For Implementing Tier 3 Interventions In Primary School Classrooms)

de Austin Buffum, Mike Mattos, Paula Rogers e W. Richard Smith

50,35€ + 10% EM CARTÃO

DISPONIBILIDADE IMEDIATA

 Meet the needs of students who have fallen the furthest behind. Created for grade K-5 educators, this guide details how to implement intensive interventions at Tier 3 of the RTI at Work process. Discover practices and strategies to intervene successfully when students struggle with core content, as well as with foundational skills from previous school years. The RTI at Work inverted pyramid is designed to continually focus a school's collective attention and resources to a single point: the individual child. TIER 1 Access to an essential grade-level curriculum that embeds ongoing monitoring for all students TIER 2 Immediate and targeted interventions systematically applied and monitored for any students not mastering the core curriculum TIER 3 Intensive interventions and remediation focused on closing gaps in learning Use this guide to improve your school so students receive the support they need to learn at the highest levels: <ul><li>Study the critical elements of the RTI at Work process.</li> <li>Understand the role of teams, specifically the leadership and intervention teams, in implementing Tier 3 interventions.</li> <li>Learn how to collaboratively design and deliver instruction to students needing intensive intervention with a multitiered system of support (MTSS).</li> <li>Examine the role of assessment at Tier 3 and discover strategies for using assessment data to monitor learning.</li> <li>Acquire best practices for delivering intensive behavior interventions according to the RTI at Work process.</li></ul> Contents: Introduction Chapter 1: The Power and Purpose of Tier 3 Interventions Chapter 2: The Need for Collective Responsibility Chapter 3: Collaborative Team Structures at Tier 3 Chapter 4: Tier 3 Design to Ensure High Levels of Learning Chapter 5: Convergent Assessment for Targeting at Tier 3 Chapter 6: Behavior Supports at Tier 3 Chapter 7: Academic Instruction at Tier 3 Chapter 8: Personalized Learning for Teams Final Thoughts Appendix: Resources and Tools References and Resources Index
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Swimming In The Deep End - Four Foundational Skills For Leading Successful School Initiatives (Managing Change Through Strategic Planning And Effective Leadership)

de Jennifer Abrams

42,40€ + 10% EM CARTÃO

DISPONIBILIDADE IMEDIATA

 With foreword by Ellie Drago-SeversonAcquire the knowledge and resources necessary to achieve true success as a leader and enact strategic change and school improvement. In Swimming in the Deep End, author Jennifer Abrams dives deep into the four foundational skills required of effective leadership and change management: (1) thinking before speaking, (2) preempting resistance, (3) responding to resistance, and (4) managing oneself through change and resistance. Throughout the book, readers receive ample guidance for building these vital skills and leading school initiatives and implementation plans that face 21st century challenges head-on. Develop the educational leadership skills needed to create real, strategic change in your school:<ul><li>Gain an understanding of the most pressing issues facing schools today, learn why they must be faced, and consider your implementation plan.</li><li>Enhance your leadership and change-management abilities by mastering the four foundational skills.</li><li>Learn how to utilize your new mastery of the foundational skills to have critical conversations, resolve conflict, respond to resistance, and manage yourself through change and resistance.</li><li>Utilize an online appendix of quotes as a source of inspiration and motivation in guiding effective organizational change and strategic planning.</li><li>Access a comprehensive self-assessment designed to assist you in your growth as a leader.</li></ul>Contents: Introduction Chapter 1: Thinking Before You Speak Chapter 2: Preempting Resistance Chapter 3: Responding to Resistance Chapter 4: Managing Yourself Through Change and Resistance Epilogue Appendix A: Websites That Inspire and Support Resilience Appendix B: Additional Recommended Websites
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Making Sense Of Mathematics For Teaching The Small Group - (Small-Group Instruction Strategies To Differentiate Math Lessons In Elementary Classrooms)

de Juli K. Dixon, Lisa A. Brooks e Melissa R. Carli

37,10€ + 10% EM CARTÃO

DISPONIBILIDADE IMEDIATA

 When done right, small-group instruction is a powerful tool for facilitating student understanding in K-5 mathematics. Throughout the book, best practices for small-group math instruction are addressed in detail, from planning tasks that encourage deep understanding to asking effective questions to engaging learners in meaningful conversations. Readers will learn how teaching mathematics in small groups allows you to differentiate instruction for both remediation and enrichment. The included small-group instruction videos demonstrate the suggested strategies in a real-classroom setting, giving readers the opportunity to see best practice in action.Develop math-specific instruction strategies for teaching small groups in elementary school:<ul><li>Explore the benefits of small-group math activities and how these activities are unique compared to large-group instruction.</li><li>Discover the teacher''s and students'' roles in small-group instruction and how teachers can help students develop the skills to fulfill their role.</li><li>Learn how to apply the general tasks, questions, and evidence (TQE) process to small-group instruction in order to enhance student learning and improve your knowledge of teaching mathematics.</li><li>View examples of small-group instruction, which provide both math intervention and math enrichment activities for different students.</li></ul>Contents: Acknowledgments Table of Contents About the Authors Introduction Chapter 1: Best Practices in Small-Group Instruction Chapter 2: The TQE Process in Small-Group Instruction Chapter 3: Discourse in Small-Group Instruction Epilogue: How to Tie It All Together References Index
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Mathematics Coaching And Collaboration In A Plc At Work - (Leading Collaborative Learning And Teaching Teams In Math Education)

de Bill Barnes, Jessica Kanold-Mcintyre, Matthew R. Larson, Mona Toncheff, Sarah Schuhl e Timothy D. Kanold

42,40€ + 10% EM CARTÃO

DISPONIBILIDADE IMEDIATA

 Part of the Every Student Can Learn Mathematics series Build a mathematics teaching community that promotes learning for K-12 educators and students. This user-friendly resource is divided into two parts, each covering actionable team strategies in teaching mathematics in a PLC at Work. First you'll discover how to coach highly effective mathematics teams within your professional learning community. Then you'll learn how to utilize collaboration and lesson-design elements within your math curriculum for teacher team reflection, assessment data analysis, and action. Learn to lead math teacher teams and foster effective collaborative teaching strategies: <ul><li>Build a collaborative math learning culture that engages and promotes learning for students and staff members.</li> <li>Optimize coaching and foster equity and belonging, to encourage collaboration on instruction and math assessment.</li> <li>Engage in mathematics lesson study, to help teams learn from one another and reflect on effective strategies in teaching mathematics.</li> <li>Develop norms, SMART goals for teachers, agendas, and a plan for working effectively as a collaborative team in a PLC at Work. Address all parts of your math curriculum, from math instruction to math interventions.</li></ul> Contents: Preface Introduction Part 1: Develop PLC Structures for Effective Teacher Team Engagement, Transparency, and Action Chapter 1: Five Inspirational PLC Leadership Practices Chapter 2: Five Leadership Strategies for Effective Collaboration in Mathematics Part 2: Use Common Assessments and Lesson-Design Elements for Teacher Team Reflection, Data Analysis, and Subsequent Action Chapter 3: How to Create and Nurture a Culture of Change, Growth, Reflection, and Improvement in Your Mathematics Program Chapter 4: How to Lead a Culture of Transparency and Learning with Mathematics Assessments Chapter 5: How to Lead in a Culture of Transparency and Learning with Mathematics Instruction Chapter 6: How to Lead a Culture of Collective Responsibility Epilogue Appendix A References and Resources Books in the Every Student Can Learn Mathematics series: <ul><li>Mathematics Assessment and Intervention in a PLC at Work</li> <li>Mathematics Instruction and Tasks in a PLC at Work</li> <li>Mathematics Homework and Grading in a PLC at Work</li> <li>Mathematics Coaching and Collaboration in a PLC at Work</li></ul>
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Mathematics Assessment And Intervention In A Plc At Work(Tm) - (Research-Based Math Assessment And Rti Model (Mtss) Interventions)

de Bill Barnes, Kanold-Mcintyre, Matthew R. Larson, Mona Toncheff, Sarah Schuhl e Timothy D. Kanold

39,75€ + 10% EM CARTÃO

DISPONIBILIDADE IMEDIATA

 Part of the Every Student Can Learn Mathematics seriesHarness the power of formative assessment processes within an RTI model (MTSS) to inspire student learning in mathematics. This user-friendly resource is divided into two parts, each covering a key team action for mathematics in a PLC at Work™. First you''ll learn how to develop high-quality common assessments. Then discover how to use the mathematics assessments for formative student learning and intervention. The book features unit samples for learning standards, sample unit exams, student performance trackers, and more.Improve your math assessment methods using RTI Tier 2 interventions and PLC processes as a guide:<ul><li>Explore an assessment model for writing quality common assessments.</li><li>Utilize RTI Tier 2 intervention strategies for effectively responding to student learning.</li><li>Make sense of the grade-level content standards and corresponding tasks.</li><li>Learn how to write quality common unit assessments and score them accurately.</li><li>Determine how students can reflect and set performance goals using common unit assessment results.</li><li>Develop a Tier 2 RTI math intervention program to support student learning.</li></ul>Contents: Preface IntroductionPart 1: Team Action 1 -- Develop High-Quality Common Assessments for the Agreed-On Essential Learning Standards Chapter 1: The Purpose and Benefit of Common Mathematics Assessments Chapter 2: Quality Common Mathematics Unit Assessments Chapter 3: Sample Common Mathematics Unit Assessments and Collaborative Scoring AgreementsPart 2: Team Action 2 -- Use Common Unit Assessments for Formative Student Learning and Intervention Chapter 4: Quality of Mathematics Assessment Feedback Processes Chapter 5: Team Response to Student Learning Using Tier 2 Mathematics Intervention Criteria Chapter 6: Student Action on Assessment Feedback During the Unit Epilogue References and Resources IndexBooks in the Every Student Can Learn Mathematics series:<ul><li>Mathematics Assessment and Intervention in a PLC at Work™</li><li>Mathematics Instruction and Tasks in a PLC at Work™</li><li>Mathematics Homework and Grading in a PLC at Work™</li><li>Mathematics Coaching and Collaboration in a PLC at Work™</li></ul>

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