Tools

LEADER 06077cam a22006014a 4500

001 ocn670478777;

003 OCoLC;

005 20141212100925.0;

008 101210s2011 caua b 001 0 eng ;

010 a| 2010050206;

016 7 a| 0157390862| Uk;

020 a| 9781412992381 (pbk.);

020 a| 1412992389 (pbk.);

029 1 a| AU@b| 000046369024;

035 a| (Sirsi) a2810626;

035 a| (OCoLC)670478777;

035 a| 99947865638;

042 a| pcc;

049 a| EREE;

050 00 a| LB2822.8b| .S74 2011;

082 00 a| 371.2/072| 22;

084 a| EDU0320002| bisacsh;

100 1 a| Stoehr, Judy.=| ^A771242;

245 10 a| PLCs, DI, & RTI :b| professional learning communities, differentiated instruction, response to intervention : a tapestry for school change /c| Judy Stoehr, Maria Banks, Linda Allen.;

246 3 a| PLCs, DI, and RTI;

300 a| xi, 167 pages :b| illustrations ;c| 26 cm;

336 a| text2| rdacontent;

337 a| unmediated2| rdamedia;

338 a| volume2| rdacarrier;

520 a| "Finally, one resource that weaves professional learning communities (PLCs), differentiated instruction (DI), and Response to Intervention (RTI) into a comprehensive framework for achieving school improvement"-- Provided by publisher.;

520 a| "Judy Stoehr, Maria Banks, and Linda Allen's Weaving the Tapestry: Implementing and Sustaining Differentiation, Response to Intervention and Professional Learning Communities is a practical guide for educational leaders and teachers who are interested in understanding how professional learning communities, response to intervention, and differentiated instruction can all be effectively used together in a systematic, school-wide way. With practical classroom strategies and implementation and integration tools, Stoehr, Banks, and Allen specifically demonstrate how professional learning communities can be the umbrella under which response to intervention and differentiated instruction can function and play off of each other. The authors go on to explain how this approach of using PLCs as the framework for sharing new strategies and understandings, discussing data collected through assessments, and evaluating data against benchmarks will give teachers a stronger support system in making their instructional decisions and ultimately increasing student achievement"-- Provided by publisher.;

504 a| Includes bibliographical references and index.;

500 a| Machine generated contents note: AcknowledgmentsAbout the AuthorsIntroduction1. Elements and Principles of the Integrated Model2. Professional Learning Communities Threads What it is The Research Behind It Who Said It and Why Essence What's In It For Me? 21st Century Skills Making It Rigorous Fabric Defining Components of PLCs Walking the Walk Design Talking the Talk How/When to Implement PLCs Why We Should Integrate It How to Integrate It Frame Non-negotiables What's In, What's Out3. Differentiation of Instruction Threads What It Is The Research Behind It Who Said It and Why Essence What's in It For Me? 21st Century Skills Making It Rigorous Fabric Defining Components of Differentiated Instruction Walking the Walk Talking The Talk How/When to Implement DI Why We Should Integrate It How to Integrate It Frame Non-negotiables What's In, What's Out4. Response to Intervention Threads What It Is The Research Behind It Who Said It and Why Essence What's in It for Me? 21st Century Skills Making It Rigorous Fabric Defining Components of RTI Walking the Walk Design Talking the Talk How/When to Implement RTI Why Should We Integrate It How to Integrate It Frame Non-negotiables What's In, What's Out5. Weaving the Tapestry Time Simple Ways to Get Started Money CommitmentAppendixesIndex.;

505 8 a| Machine generated contents note: AcknowledgmentsAbout the AuthorsIntroduction1. Elements and Principles of the Integrated Model2. Professional Learning Communities Threads What it is The Research Behind It Who Said It and Why Essence What's In It For Me? 21st Century Skills Making It Rigorous Fabric Defining Components of PLCs Walking the Walk Design Talking the Talk How/When to Implement PLCs Why We Should Integrate It How to Integrate It Frame Non-negotiables What's In, What's Out3. Differentiation of Instruction Threads What It Is The Research Behind It Who Said It and Why Essence What's in It For Me? 21st Century Skills Making It Rigorous Fabric Defining Components of Differentiated Instruction Walking the Walk Talking The Talk How/When to Implement DI Why We Should Integrate It How to Integrate It Frame Non-negotiables What's In, What's Out4. Response to Intervention Threads What It Is The Research Behind It Who Said It and Why Essence What's in It for Me? 21st Century Skills Making It Rigorous Fabric Defining Components of RTI Walking the Walk Design Talking the Talk How/When to Implement RTI Why Should We Integrate It How to Integrate It Frame Non-negotiables What's In, What's Out5. Weaving the Tapestry Time Simple Ways to Get Started Money CommitmentAppendixesIndex.;

650 0 a| School improvement programs.=| ^A193278;

650 0 a| Professional learning communities.=| ^A1000531;

650 0 a| Individualized instruction.=| ^A1341;

650 0 a| Response to intervention (Learning disabled children)=| ^A1037214;

650 7 a| EDUCATION / Leadership.2| bisacsh;

700 1 a| Banks, Maria.=| ^A1104206;

700 1 a| Allen, Linda.=| ^A1033379;

938 a| Baker and Taylorb| BTCPn| BK0009329730;

938 a| YBP Library Servicesb| YANKn| 3588509;

938 a| Blackwell Book Serviceb| BBUSn| 3588509;

938 a| Coutts Information Servicesb| COUTn| 16064692;

949 a| LB2822.8 .S74 2011h| Joyner48i| 30372013873697o| jjlm;

910 a| PromptCat;

994 a| 92b| ERE;

596 a| 1;

998 a| 2810626;

999 a| LB2822.8 .S74 2011w| LCc| 1i| 30372013873697d| 6/19/2012e| 5/3/2012l| JGESm| JOYNERr| Ys| Yt| JGESBKu| 4/27/2012x| BOOKz| JSTACKSo| .STAFF. jjlm;

PLCs, DI, & RTI : professional learning communities, differentiated instruction, response to intervention : a tapestry for school change / Judy Stoehr, Maria Banks, Linda Allen.

Author/creator	Stoehr, Judy
Other author	Banks, Maria.
Other author	Allen, Linda.
Format	Book
Publication Info	Thousand Oaks, Calif. : Corwin Press, ©2011.
Description	xi, 167 pages : illustrations ; 26 cm
Subjects	School improvement programs. Professional learning communities. Individualized instruction. Response to intervention (Learning disabled children)

Variant title	PLCs, DI, and RTI
Contents	Machine generated contents note: AcknowledgmentsAbout the AuthorsIntroduction1. Elements and Principles of the Integrated Model2. Professional Learning Communities Threads What it is The Research Behind It Who Said It and Why Essence What's In It For Me? 21st Century Skills Making It Rigorous Fabric Defining Components of PLCs Walking the Walk Design Talking the Talk How/When to Implement PLCs Why We Should Integrate It How to Integrate It Frame Non-negotiables What's In, What's Out3. Differentiation of Instruction Threads What It Is The Research Behind It Who Said It and Why Essence What's in It For Me? 21st Century Skills Making It Rigorous Fabric Defining Components of Differentiated Instruction Walking the Walk Talking The Talk How/When to Implement DI Why We Should Integrate It How to Integrate It Frame Non-negotiables What's In, What's Out4. Response to Intervention Threads What It Is The Research Behind It Who Said It and Why Essence What's in It for Me? 21st Century Skills Making It Rigorous Fabric Defining Components of RTI Walking the Walk Design Talking the Talk How/When to Implement RTI Why Should We Integrate It How to Integrate It Frame Non-negotiables What's In, What's Out5. Weaving the Tapestry Time Simple Ways to Get Started Money CommitmentAppendixesIndex.
Abstract	"Finally, one resource that weaves professional learning communities (PLCs), differentiated instruction (DI), and Response to Intervention (RTI) into a comprehensive framework for achieving school improvement"-- Provided by publisher.
Abstract	"Judy Stoehr, Maria Banks, and Linda Allen's Weaving the Tapestry: Implementing and Sustaining Differentiation, Response to Intervention and Professional Learning Communities is a practical guide for educational leaders and teachers who are interested in understanding how professional learning communities, response to intervention, and differentiated instruction can all be effectively used together in a systematic, school-wide way. With practical classroom strategies and implementation and integration tools, Stoehr, Banks, and Allen specifically demonstrate how professional learning communities can be the umbrella under which response to intervention and differentiated instruction can function and play off of each other. The authors go on to explain how this approach of using PLCs as the framework for sharing new strategies and understandings, discussing data collected through assessments, and evaluating data against benchmarks will give teachers a stronger support system in making their instructional decisions and ultimately increasing student achievement"-- Provided by publisher.
General note	Machine generated contents note: AcknowledgmentsAbout the AuthorsIntroduction1. Elements and Principles of the Integrated Model2. Professional Learning Communities Threads What it is The Research Behind It Who Said It and Why Essence What's In It For Me? 21st Century Skills Making It Rigorous Fabric Defining Components of PLCs Walking the Walk Design Talking the Talk How/When to Implement PLCs Why We Should Integrate It How to Integrate It Frame Non-negotiables What's In, What's Out3. Differentiation of Instruction Threads What It Is The Research Behind It Who Said It and Why Essence What's in It For Me? 21st Century Skills Making It Rigorous Fabric Defining Components of Differentiated Instruction Walking the Walk Talking The Talk How/When to Implement DI Why We Should Integrate It How to Integrate It Frame Non-negotiables What's In, What's Out4. Response to Intervention Threads What It Is The Research Behind It Who Said It and Why Essence What's in It for Me? 21st Century Skills Making It Rigorous Fabric Defining Components of RTI Walking the Walk Design Talking the Talk How/When to Implement RTI Why Should We Integrate It How to Integrate It Frame Non-negotiables What's In, What's Out5. Weaving the Tapestry Time Simple Ways to Get Started Money CommitmentAppendixesIndex.
Bibliography note	Includes bibliographical references and index.
LCCN	2010050206
ISBN	9781412992381 (pbk.)
ISBN	1412992389 (pbk.)

Availability

Library	Location	Call Number	Status	Item Actions
Joyner	General Stacks	LB2822.8 .S74 2011	✔ Available	Place Hold

PLCs, DI, & RTI : professional learning communities, differentiated instruction, response to intervention : a tapestry for school change / Judy Stoehr, Maria Banks, Linda Allen.

Click here for more information about this title

Availability